Dr Nigel Newton

An excellent article exploring this issue & our desperate need for more intelligent debate.
Studies on insider-outsider group prejudices address an important element of racism. In white majority contexts, there's empirical evidence to support Abbot's comments.

Huge thanks to colleagues at Arad, who are leading the overarching formative evaluation of CfW research & supported the research, and all my colleagues at Cardiff Metropolitan University.

The study highlights a number of dilemmas faced by policy makers and schools when attempting to support EI through more individualised approaches to curriculum design in systems with stretched resources and based on subsidiarity.

This was a relatively small-scale qualitative study based on semi-structured research conversations with members of SLT and practitioners in nine schools (primary & secondary) & one PRU drawn from across the nation. We are very grateful to all participants for their contribution.

Our findings related to five key themes: changes to learners’ experiences of education; how schools are reviewing learning experiences & progress; identifying learners' needs & providing support; system capacity challenges; variability in practice.

Equity and inclusion in the Curriculum for Wales: a qualitative study | GOV.WALES This report presents findings from qualitative research with senior leaders and practitioners exploring the theme of equity and inclusion in the Curriculum for Wales.

Our important study on how CfW is supporting equity and inclusion has been published by the Welsh Government. The research highlights the EI work being done across Welsh schools, the challenges they face & key tensions which will need to overcome.
www.gov.wales/equity-and-i...

Children to be taught to show some ‘grit’ Pupils need more robust mental health, say ministers in drive to tackle worklessness crisis

It's one thing to measure grit or growth mindset in psychological studies, another to operationalise insights that actually benefit individuals in the complex contexts of their lives.

www.telegraph.co.uk/politics/202...

I went to the supermarket on my bike this morning. As I was leaving a group of 3 teenage boys, I approached: Excuse me, sir, would you like an ice-cream? We bought a box of 4 and have 1 over."
We need to worry about misogyny & violence influencing boys. But let's never be quick to judge either.

What this transformation of global politics entails is hard to imagine. A politically disengaged, under-educated population within a democracy is vulnerable to manipulation. Just read the ancient democratic critique in Aristophanes' play 'Knights'. Who will be the next Sausage Seller?

If Europe resists Trump’s deal, US retaliation is likely. A compromise may be attempted—but Trump doesn’t do diplomacy. He does business. Europe has potential trade leverage, but it's not united, especially with the UK chasing its own economic recovery. (9/10) #economy

Europe now faces a decision: accept Trump’s lie & pressure Ukraine into concessions, or bankroll Ukraine’s resistance— perhaps, securing a European-Ukraine mineral deal instead. Either way, the risk to Europe of further Russian aggression escalates. (8/10) #Ukrainewar #EuropeanUnion

The US has no interest in allowing Russia to seize Ukraine’s rare earth minerals. This was a reality Trump and J.D. Vance sought to erase—hence their frustration when Zelensky refused to be manipulated. (7/10)
#Zelensky #OvalOffice

For Trump, Ukraine isn’t an ally—it’s a bargaining chip. Ukraine’s ability to resist Russia hinges on US military support, but their resistance should not be underestimated. However, even if they hold back Russian advances, their economic stability will be severely disrupted. (6/10)

This was clear in the Oval Office. Trump wasn’t acting as a diplomat but as a businessman. His goal? Access to Ukraine’s mineral wealth, which will be critical in the next phase of AI-driven digitalisation. And likely, a side deal with Putin over fossil fuels. (5/10)

Both Putin and Trump use this method. Lies, contradictions, jingoism, and prejudice aren’t mistakes—they are tools. Putin has full state control. Trump, lacking that, builds alliances with social media, the capitalist elite, and his own self-belief as a dealmaker. (4/10)

Did this mistake happen in the Oval Office? At first glance, yes. But a bigger factor was at play: the post-truth paradigm—or more accurately, truth by effect. This is the manufacturing of ‘truths’ through disinformation, propaganda, and emotional manipulation. (3/10)

Diplomacy depends on social codes, formal protocols, and careful language. That doesn’t mean it’s tame or civilised—but only an incompetent actor would mistake business negotiation for the art of statecraft. (2/10)
#artofthedeal #diplomacy #posttruth

In business, parties seek maximum advantage with minimal obligation. Even complex deals remain limited in scope. Diplomacy, however, is different. Its consequences are unpredictable, and unintended fallout is often severe. (1/10)
#ovalofficmugging #presidentTrump #VPJDVance #presidentZelensky

Trump tells Zelensky 'make a deal or we're out' in angry White House meeting - follow live A joint news conference is cancelled after the US president calls his Ukrainian counterpart

This is the grim face of capital manifest in political power. Trump isn't interested in anything but how money can be made from Ukraine's situation. Money for the elites. All Western governments have been complicit in this kind of thing, just not as explicitly.
www.bbc.co.uk/news/live/c6...

If the English national curriculum is going to change, please can we make sure kids learn to critically evaluate the promises of politicians, understand how capital operates to exploit workers & be empowered to participate fully in all aspects of civil society. Otherwise, what's the point.

Values, Relationships and Engagement in Quaker Education: Student Perspectives on Inclusive School Cultures Published in British Journal of Educational Studies (Ahead of Print, 2025)

Thoughtful review of my book in the British Journal of Educational Studies:
www.tandfonline.com/eprint/ZDE8R...

How can I embrace a process in a way that makes my learners feel more valued and connected to the knowledge at the heart of my teaching? We need to focus on ensuring that every change in education builds the relational dynamics of learning, including how new knowledge is encountered as 'other'.

When processes become automated and merely administrative, their potential to connect positively with learners diminishes. It’s crucial for educators to remember that learning is inherently relational. Every process should be viewed through this lens to maintain meaningful connections with students.

Second, they ensure that reluctant pupils, often from backgrounds of disadvantage, are counted within the system. Previously, if they didn’t complete tasks, it could be seen as solely their fault. Now, schools can identify extra support needs, creating a more inclusive environment for all learners.

Even comparing test scores from one year to another is often meaningless without controlling variables and when sample sizes are so small.
However, these processes can be beneficial. First, they ensure every learner feels their work matters to the teacher, which can be empowering and motivating.

For example, requirements to regularly report on a pupil's progress don’t inherently affect the learner. Most students couldn’t care less if their grades fluctuate from week to week. Teachers often lack the time to significantly change their practice based on limited evaluations of class progress.

In education, it’s rarely the mechanisms or processes adopted that cause positive outcomes; rather, it’s the negative aspects they prevent and the process's unintended effects on relational learning dynamics that bring benefits. That often unravels when processes become hard-baked into systems.

The US artist Georgia O'Keefe said: Interest is the most important thing in life; happiness is temporary, but interest is continuous.
Interest is a forgotten aspect of learning, but it's essential. It builds commitment, without which we can't effectively engage with knowledge.

I'm working with 2 FE colleges in Wales on the development of a new application to support transitions into post-16 ed. We're focused on building students' learning dispositions, while also generating timely data to improve the support colleges provide, especially to yp affected by poverty.

I'm currently writing up research commissioned by Welsh Gov on the way schools are enacting CfW to support equity & inclusion. This qualitative research has provided valuable insights into how schools are curriculum making & perceive their role in tackling inequalities in education.