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To close the #gap, we need to think - which gaps? Not just #attainment & schools - addressing #ACE will need everyone working together
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James McTaggart
6.8K posts
James McTaggart
@JamesEdPsych
Educational Psychologist sharing evidence & ideas - infants, early years, literacy, trauma, family wellbeing & more. Enjoys: different views. Loathes: broccoli
Katılım Mart 2017
3.1K Takip Edilen6.6K Takipçiler
@johnesharp @New_Old_Paul @PamelaSnow2 @C_Hendrick Apologies, it is now @PCSnow1604, sorry to hear about the hacking.
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@johnesharp @New_Old_Paul @PamelaSnow2 @C_Hendrick I think what we need is a dialogue between experts in trauma & experts in learning. Offered a sense of what the former might bring in this too-long thread! Also needs to be more longitudinal/developmental, but that's another topic, though related
x.com/JamesEdPsych/s…
James McTaggart@JamesEdPsych
Good to see connections being explored (at last). Whole post worth reading. And: 1) TI is as much in the *how* as the *what* 2) Deeper connections exist, e.g., impact of dissociation on attention & memory (v state dependent so apt for teaching strategies) 1/4
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Ik ben geen expert op het gebied van trauma en leren, maar wat @PamelaSnow2 hier schrijft in haar Snow Report geldt voor iedereen. Algemene leerprincipes en leertheorieën gelden bijna overal. pamelasnow.blogspot.com/2026/05/cognit…)
Bedankt @C_Hendrick hiervoor.
Nederlands
7) Childhood trauma is common & impactful. The commonplace about educators not being social workers is ok, but misses the point that *everyone* learns better when they feel psychologically safe.
But this is a good start at bringing connections and contrasts out for debate.
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5) Great to read that CYP emotional and physical state impacts on learning - not all of this can be solved by schools alone. A weakness of some cogsci approaches that needs addressing
6) Less attention to the relational environment means both connections & dissonances missed 3/4
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Good to see connections being explored (at last). Whole post worth reading.
And:
1) TI is as much in the *how* as the *what*
2) Deeper connections exist, e.g., impact of dissociation on attention & memory (v state dependent so apt for teaching strategies) 1/4
Carl Hendrick@C_Hendrick
This is a hugely important piece by @PamelaSnow2. A very insightful application of cognitive load theory to neurodivergence and trauma-informed classroom practice. To the best of my knowledge there is no research on this topic and this has really illuminated my understanding on the topic both as a researcher but more importantly as a SEN parent. I do hope Pam explores this area further. #c7030752390466458101" target="_blank" rel="nofollow noopener">pamelasnow.blogspot.com/2026/05/cognit…
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James McTaggart retweetledi
A knock from the police changed Deana's life. Her dad was arrested for online child sexual offences. These are her own words, with images inspired by her drawings.
Find out more: lucyfaithfull.org.uk/what-about-us-…
Webinar: @ad6b4fe9-6137-4dbe-9acd-969b4723df64" target="_blank" rel="nofollow noopener">events.teams.microsoft.com/event/fa24cfcc…
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James McTaggart retweetledi
#SaferInternetDay from @UK_SIC is today! We're taking part alongside thousands of other organisations.
There are many great resources to help parents and children on saferinternetday.org.uk.
Young people can get guidance, reassurance, and support: shorespace.org.uk/topics/online-…
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Often adults struggle to solve problems *about* children that are better solved *with* children. They have the info about what's really going on & their perspective makes complex problems simpler. Which makes solutions more (cost) effective. Oh, and it's their right!
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Lots of conversations atm about #behaviour in #earlyyears.
Children’s actions can often be understood as their "voice", giving us info about their developmental needs - especially when they are inconvenient or difficult!
Some ideas in the table:
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Lots of conversations atm about behaviour in early years. Children’s actions can often be understood as their "voice", giving us info about their developmental needs - especially when they are inconvenient or difficult! Some ideas in the table:
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James McTaggart retweetledi
Our anonymous Stop It Now service is here for anyone who needs us over the holiday period, with some adjustments to our regular hours, and a period of closure over the Christmas week.
If you're concerned about child sexual abuse, get in touch at stopitnow.org.uk
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Superb advice here, and fits v well with NICE Guidance 204 on Babies, Children and Young People's Experiences of Healthcare
nice.org.uk/guidance/ng204
Dr Richard Webb@DrRJWebb
I see amazing interactions between health staff and children every day. But I also sometimes see ones that could be better. Here’s some tips for consultations, as people rotate to Paeds next week, and for people who don’t work with CYP every day!
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@C_Hendrick this paper might be of interest if you've not already seen it?
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Interesting new paper on transfer of research to educational practice, although it lacks the educator perspective on this
Narrow focus, lack of theoretical integration, small piecemeal changes - with some solutions
nature.com/articles/s4153…
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James McTaggart retweetledi
Some of our children had never been to the cinema – until today! 🎞️🍿🤩
There’s no standardised score, progress measure or league table to demonstrate the importance of this but when you’re serving a community where this stuff isn’t a given, let me tell you, it matters.
💙
Henwick Primary@HenwickPrimary
Children in year 2 and year 3 went to the cinema to see The Sloth Lane today – for some it was their first time at the cinema! The film had a bit of Spanish in it and they got very excited that they could understand it from their lessons. ☺️🎞️🇪🇸
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James McTaggart retweetledi
@JamesEdPsych @LaShaps1 @ChrisCotF @3dancingfeet We used to have a lot more autonomy to do this. Since the huge push on “fidelity” regardless of age or stage, things have moved to a much more “one size fits all” approach which has led to some children having gaps and still being expected to make the same progress. It’s complex.
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@ChrisCotF @SwailesRuth @3dancingfeet Yes, with the proviso that the paper's measure is "efficient decoding", which at the timepoint they are measuring depends in part on previous PA skills automation
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@JamesEdPsych @SwailesRuth @3dancingfeet Thanks for sharing this. I used AI to help me understand the paper (hopefully the AI is right!). It seems to be saying that decoding helps with prosody(fluency) which in turn helps with the end goal of comprehension.
Link to Gemini - g.co/gemini/share/1…
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All you need to be good at teaching is to “have common sense” (Hoven, 2025).
I’d better tell my hundreds of preservice teachers they’re wasting their time training with us. But the department of education, our accrediting body, might get a wee bit annoyed 🥴
#edutwitter
GIF
Niels Hoven 🐮@NielsHoven
@3dancingfeet I don’t know, I guess it’s just not that hard if you have common sense
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@LaShaps1 @ChrisCotF @SwailesRuth @3dancingfeet Perhaps what it shows overall is that children may well do better long term in a system where teachers can assess phonological awareness and make professional judgements about adaptations
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@LaShaps1 @ChrisCotF @SwailesRuth @3dancingfeet I think Laura's "it's complicated" needs to be said a lot more in discussions about #literacy learning!
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