NSEE: support for schools during Covid-19
COVID19 is having an unprecedented impact on society. This impact is particularly stark for children, families and frontline workers, particularly those living and working in areas of significant disadvantage.
Research by the Network for Social and Educational Equity and Children’s Neighbourhoods Scotland seeks to understand how local responses are working in a rapidly changing context and provide insights that can support the next phase of COVID-19 action at both local and national levels.Read more here
At the Network for Social and Educational Equity (NSEE) based at the University of Glasgow, we build research and development collaborations with schools and their partners to close the poverty-related achievement gap.
Enquiry, Evidence and educational Excellence for all are core to our approach.
Our Network uses research evidence to improve outcomes for children and close the poverty-related achievement gap.
NSEE is a collaborative, enquiry-based sustainable approach to professional learning and leadership development that builds capacity and impacts on student outcomes
NEWS & EVENTS
Scottish Government publishes equity report on the impact of the pandemic on children from disadvantaged backgrounds... our colleagues @CnScotland cited in the report:Read More
RT @cisweb: Children in Scotland Learning Week 2021: Call for contributions Our annual conference will be a Learning Week in 2021. We'll…Read More
The Network for Social and Educational Equity team includes senior educational researchers, policy advisers and a communications officer.
The Network for Social and Educational Equity works in partnership with local authorities, third sector and educational bodies to promote collaborative working with the aim of improving children’s outcomes.
What People Say
Nursery and Primary 1 staff have worked with the Robert Owen Centre team to analyse and interrogate data including Baseline Assessment results, Developmental Milestones screening, CfE judgements and pupil profiles. They also provided support in measuring pupils’ attitudes linked to problem solving and mathematics.
Teacher Collaborative Partnership group