Evidence Matters
Issue 30: Evidence-Based Screening is the Future for Effective Early Intervention | Georgie Cooney Paid Members Public
Georgie Cooney examines the UK’s new SEND White Paper, reflecting on her experience as a SENCO to highlight how early, evidence-based screening and practical support systems could transform identification, intervention, and outcomes for children with additional needs.
Issue 30: The Bridge Across the Cliff: Turning Neurodivergent "Symptoms" into Career Superpowers | Adam Kleckner Paid Members Public
Adam Kleckner, a workforce strategist, explores how neurodivergent traits often labelled as deficits in school can become powerful career advantages when reframed through a strength-based “talent scout” mindset.
Issue 30: Behavioral and Interpersonal Techniques for Improving Children’s and Teens’ Behavior and Well-Being | Steve Hoersting Paid Members Public
Steve Hoersting outlines how combining behavioural and interpersonal strategies supports children’s and teens’ development, emphasising the role of positive reinforcement, executive function support, and strong relationships in improving behaviour and emotional well-being.
Issue 30: Why It’s Not Just About Legibility: The Hidden Costs of Handwriting Difficulties in Secondary School | Kelli Fetter Paid Members Public
Kelli Fetter explains how handwriting difficulties in secondary school are not just about legibility but create a hidden cognitive bottleneck that impacts learning, highlighting the need for a balanced approach combining skill-building and targeted accommodations to support student success.
Issue 29: Facilitating Power to Get Results | Carrie Eldridge Paid Members Public
Carrie Eldridge examines how power dynamics in classrooms affect neurodivergent learners, offering practical ways educators can use power intentionally to reduce harm and create safer, more empowering learning environments.
Issue 29: The Students Schools Miss: Why Capable Kids Slip Through the Cracks (And What Parents Can Do) | Julia Davies-Duff Paid Members Public
Julia Davies-Duff draws on nearly three decades as an educator, researcher, specialist, and parent to reveal why capable, compliant students with hidden language and cognitive difficulties are systematically overlooked in secondary schools, and offers parents clear insights.
Issue 29: Unlocking Reading Potential: Dual Factor Reading | Dr Olwyn Johnston Paid Members Public
Dr Olwyn introduces Dual Factor Reading, an evidence-informed, classroom-based framework grounded in the SoR that strengthens decoding & language comprehension simultaneously through explicit word-level instruction and technology-supported teacher read-alouds, accelerating literacy growth.
Issue 28: The many faces of ADHD | Simon da Roza Paid Members Public
Simon da Roza reframes ADHD as a biopsychosocial difference existing at the intersection of neurology, cognition, and environment, challenging stereotypes and urging systemic change in schools, families, and workplaces so that strengths like curiosity, creativity, and rapid learning can thrive.
