Back in 2020, we published the Diversity and Inclusion in Schools report, one of our most impactful and widely viewed resources.
Now, as we approach the five-year milestone, we’re excited to launch the next report in the series.
Drawing on the views of 2,000 UK teachers, our report sheds light on diversity and inclusion in schools.
We’ve just launched our highly anticipated 2024 Pearson School Report, which brings together over 12,000+ teacher, student and sector voices on education – the challenges, solutions in action, and opportunities for the future.
Collaborating with Parentkind, we explored parent perspectives on diversity in schools. Read the report to see if parents feel that education reflects the diversity of pupils in the UK.
We worked with The Black Curriculum to address racial inequality in classrooms, and help increase Black British history being taught in schools.
We've joined forces with children’s charity Chance to Shine to empower secondary-aged girls to improve their confidence, leadership, and physical activity through cricket.
UCAS, in collaboration with Pearson, published a piece of research which provides new insight into the experience for disabled students in education.
We believe that exams should be a fair and accurate reflection of students’ performance – regardless of whether an exam is taken onscreen or on paper.
That’s why our research focuses on many aspects of comparability – including student performance across paper and digital exams.
We believe that all students should be able to best show what they know and can do in exams – regardless of whether the exam is taken onscreen or on paper.
That’s why we’re continuously researching and gathering feedback to better understand and inform how we can enhance accessibility and inclusion in exams – including through text styling and formatting.
We believe that exams should be a fair and accurate reflection of students’ performance – regardless of whether an exam is taken onscreen or on paper.
That’s why our research programme not only focuses on comparability of student performance, but also explores if and how marking may compare between paper and digital exams formats.
