Employment can be a powerful gateway to independence, dignity, and belonging. Yet for individuals with intellectual and developmental disabilities (IDD), that gateway remains limited. Although work supports better health, social connection, and a sense of […]
Who among us hasn’t put off doing something we know we need to do while scrolling through just a few more TikToks, Instagram reels or YouTube shorts? New research from the William Allen White School […]
A new study from researchers at University of North Carolina at Chapel Hill finds that middle and high school students spend nearly one-third of the school day on their smartphones, checking them dozens of times, […]
When scientists employ generative AI tools like ChatGPT to help with tasks such as editing and translation for their academic writing, many journals now ask them to disclose this assistance. The rules are intended to […]
Students using AI to cheat on homework or tests is a source of much discussion. But some scholars argue the greater risk of students using AI is that they will simply not learn.This post was […]
Children as young as seven begin to internalize stereotypes about who is more or less likely to pursue occupations related to science, technology, engineering and mathematics (STEM)—beliefs that may influence career choices as they approach […]
A new study from Hiroshima University shows that, among university students just entering the workforce, those with optimism about the future better manage “reality shock” through formation of a career-related identity.This post was originally published […]
Nearly 25% of teachers report receiving no training on how to support neurodivergent pupils, and most of those who did describe it as brief and limited in scope, according to new research from York St […]
Pollen exposure is linked to poorer exam results taken at the end of secondary (high) school (matriculation), with the effects especially noticeable in subjects involving math, including physics and chemistry, finds research published online in […]
Children who received Early Intervention (EI) services before age 3 were more likely to meet third-grade academic standards in math and English language arts (ELA), according to a study by researchers at Columbia University Mailman […]
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