Nine out of 10 teachers from OECD countries and economies are satisfied with their job, but only 26 per cent of them think the work they do is valued by society, according to the latest figures to come from the Teaching and Learning International Survey (TALIS) report released overnight.

In these uncertain times, how do teachers support students to make sense of the coronavirus pandemic and give them the tools to navigate the challenges we may be faced with? In today’s article, Professor Peter O’Connor from the University of Auckland suggests arts-based approaches to building resilience in students in times of disaster.

One teacher from Australia has been named alongside educators from 37 other countries in the top 50 shortlist for the Varkey Foundation Global Teacher Prize 2020. Here, we look at the work she’s doing in her school.

Results of a cyber safety survey conducted over three years with respondents from 30 different countries have recently been released. DQ Institute surveyed 145 426 children and adolescents on issues related to cyber safety to assess which countries are considered safest.

Staff at Epsom Primary School implemented a team teaching model when they moved into their new campus in 2018. However, after coming across a Teacher podcast on co-teaching, they began the process of transitioning to co-teaching which has improved staff efficacy.

The Netherlands is one of PISA’s consistent top performers and is often recognised internationally as an example of educational success and a front-runner in supporting struggling learners. Here, we take a look at a project that’s focused on extending gifted learners in the Netherlands.

A new Health Behaviour in School Aged Children study offers insights into the lives of 11- to 15-year-olds in England. Our latest infographic looks at the proportions of young people who reported not having enough sleep to be able to concentrate on their schoolwork, and how the figures have changed since 2014.

Having worked with school communities after the devastating Canterbury earthquakes, Professor Carol Mutch offers valuable insights from New Zealand on successful initiatives to support students, teachers and parents after disaster strikes their community.

In our latest reader submission, Dr Chris Drew discusses an education approach that’s a mandated element in Finland’s national core curriculum – Phenomenon-based Learning.

Teacher Ashley Emmerton and Associate Professor John Malouff share details of an international project aimed at providing teachers with strategies for coping with stress, and tips for one strategy – seeking social support.