Rethinking higher education in Africa Gordon Adomdza explains why we need to educate the next generation to be ethical and entrepreneurial leaders Interview by Aisha Schnellmann / February 4, 2021
Risk-taking in adolescents How do the brains of adolescents differ from those of younger children and adults? February 1, 2021
Do older children influence their siblings’ willingness to take risks? New research on adolescent risk-taking sheds light on the influence of sibling relationships by Juanita Bawagan / January 28, 2021
Screen time before bed could reduce teens’ ability to learn in the morning According to a recent study, the timing of screen use is key by Holly Cave / January 21, 2021
Levelling up research on the adolescent brain Smartphone games have the potential to reveal how our brains reach decisions and how these processes can go awry Interview by Juanita Bawagan / December 14, 2020
Academically at-risk children benefit from teachers’ emotional support How emotionally supportive classrooms help children navigate the many challenges of early adolescence by Aisha Schnellmann / September 29, 2020
Closing the digital divide Digital technology should be available for all young people by Annie Brookman-Byrne / September 11, 2020
Why do children exclude others? When children exclude peers with behavioural or academic difficulties, it is likely a reflection of their classroom’s norms by Aisha Schnellmann / July 6, 2020
How do cross-group friendships encourage inclusivity? Children who engage in cross-group friendships more likely to trust and sympathise with others, which in turn promotes an inclusive attitude by Aisha Schnellmann / June 8, 2020
“Seriously, Mom?” Scenes from everyday life in the time of COVID-19 by Alexandra Güntzer / March 27, 2020
Adolescent learning: rewards, punishments, and the importance of context By understanding how adolescents learn in various environments, we can discover how to better support their health and well-being by Alexandra Cohen / March 24, 2020
“We enabled interdisciplinary competences and saw performance improve” Learning coach Matthias Lang describes how changing the school structure gave teachers and pupils more room to experiment and succeed Interview by Caroline Smrstik Gentner / March 18, 2020
