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The Wellbeing in Schools initiative is a global project launched in August 2023 by the International Baccalaureate (IB) in collaboration with Harvard University, Oxford University, Research Schools International, and the HundrED Spotlight Foundation. It aims to explore and measure student wellbeing across primary and secondary schools worldwide. The initiative underscores IB’s commitment to promoting student wellbeing for enhanced learning in schools.
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We study the effect of communicating student-specific teacher expectations on academic performance. We randomise whether students (a) receive high-performance expectations, (b) are additionally paired with a classmate for encouragement, (c) receive information about past performance, or (d) receive no message.
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The paper explores the development of student agency within the educational system. It emphasises the importance of empowering students to take control of their learning experiences through active participation, decision-making, and self-regulation.
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While we have extensive evidence on the prevalence of gender bias in hiring, promotions and wages, we know less about the mechanisms underlying this bias. This research conducted a large-scale field experiment with 3,600 employees in 250 schools.
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World over, the need for focusing on student well-being has increased in the post-pandemic era. During COVID-19, students were bound within their homes and had no access to sports activities, and they were also socially restricted.
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The study focuses on highlighting effective ways to implement Inquiry-based Learning at a Primary school branch of the Beaconhouse School System. An overlap between the classroom observations done in the preliminary phase of the research and the literature indicated two themes.
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This study uses teachers’ contract choices and a randomised controlled trial of performance pay with 7,000 teachers across 243 private schools in Pakistan to study whether performance pay can attract and retain higher-quality teachers.
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This study investigates the ways in which the shift to online/remote learning has impacted student’s privacy and whether educational institutions have adequate policies in place to deal with these new challenges.
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While we have extensive evidence on the prevalence of gender bias in hiring, promotions and wages, we know less about the mechanisms underlying this bias. This research conducts a large-scale field experiment with 3,600 employees in 250 schools.
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The primary aim of this research project is to analyse the trend of how the performance of students in their Mathematics’ exams have changed over the years 2017 till now. This research aims to explore how the Covid-19 pandemic has impacted the learning outcomes of students by measuring their performance in Mathematics’ exams before and after the advent of the coronavirus.
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In the wake of the unprecedented educational disruptions caused by the COVID-19 pandemic, Beaconhouse launched an in-depth exploration of the shifts in teaching, learning, and school management across its network. The ‘We’ve Got This!’ report series encapsulates a broad spectrum of responses, adaptations, and insights gathered from teachers, parents, and school heads.
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With the changing teaching and learning environment because of the Covid-19 pandemic, this study explores the benefits of incorporating SRL to develop and evaluate middle schools in Mathematics. The study uses qualitative methods to investigate whether the school had a robust environment to incorporate SRL.
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As part of its ongoing commitment to enhancing educational leadership and decision-making autonomy, Beaconhouse initiated an organisational realignment in 2019, positioning schools as the central units within its framework. The ‘Schools at the Centre’ report series critically examines the outcomes of this strategic shift through the lens of school heads across the network.
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This research examines the relationship between teacher feedback practices and student perceptions of feedback, and their academic self-efficacy using a mixed methods approach.
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Amidst evolving educational landscapes, the Beaconhouse School System (BSS) has conducted a detailed investigation into student retention rates across critical transition points within its network. The following student retention report series unveils nuanced insights into the patterns of student enrolment and retention, serving as a cornerstone for strategic educational planning and implementation.
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Using data gathered from a series of observations made at selected Beaconhouse schools, this report details a framework for effective questioning which can be used by teachers as a tool to improve their questioning techniques.
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