The world in which teachers must now operate is much changed from that of the 1980s and even the 1990s. During that time, political reforms have both helped and hindered teaching. Developments in technology and media have altered the way in which information is accessed, processed and shared by young people and have changed leisure and social experiences beyond recognition. Shifts in family formation, which began before the 1980s, have continued to alter the context in which schooling takes place.
It is increasingly the case that teachers cannot expect parents to have universal cultural norms or expectations about education, and must deal with varying levels of parental interest and engagement. And teachers have to deal with increasingly challenging behaviour, and are expected to perform expanded, more proactive roles in young people's lives.
This report considers the implications of these trends for teaching in England. It also explores the central role that teachers play in pupil attainment and development.
Snakes and ladders: Tackling precarity in social security and employment supportAcross the country, people are trying to make ends meet, build financial security and pursue their aspirations. But, in a vicious cycle of snakes and ladders, many are being pulled down into poverty.
Making markets: The City's role in industrial strategyTo tackle climate change, we need a significant increase in public and private capital investment.
Broken hearted: A spotlight paper on cardiovascular diseaseProgress on cardiovascular disease was a significant driver of better health and prosperity in the latter half of the 20th century, however progress has recently stalled – with indications it may be in reverse.