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The article focuses on the Public Accounts Committee's criticism of the Great Britain Department for Education's lack of information and action concerning the deteriorating school estate, specifically highlighting concerns about the handling of Reinforced Autoclaved Aerated Concrete issues in schools. It states that the School Rebuilding Programme's delays, despite warnings, raised concerns about the safety and educational well-being of students in inadequately maintained school settings.

The article focuses on "Feeling the Strain," a report by The Children's Society, highlighting the detrimental impact of rising living costs on family finances and well-being in the United Kingdom. Topics discussed include the alarming statistics on financial strain, emotional toll, and the specific challenges faced by households, especially affecting the younger generation.

The article informs that in 2020, Child Q, an African American female child of secondary school age, was strip searched by female police officers from the Metropolitan Police Service called in by teachers at her school who suspected that she was carrying cannabis. The search, took place by female police officers on school premises with the knowledge that Child Q was menstruating. It is noted that local Child Safeguarding Practice Review found that complacency has never made children safer.

The article discusses the objective of Teacher Wellbeing Index 2021 from Education Support programme to understand more about the mental health and wellbeing of staff working in education in United Kingdom. Topics include the statistics about teacher wellbeing in the UK; process to build the wellbeing, mental health, communication skills of the high school teachers and creation of capacity to enable middle and senior leaders to plan for development and regularly talk with team members.

The article discusses that National Foundation for Educational Research has published two reports as further analysis of Programme for International Student Assessment (PISA) 2018, where they have explored the fifteen year old pupils' strength of personal relationships and differences between the disadvantaged pupils with good reading, maths and science skills from those with low skills in England, Wales and Northern Ireland.

The article reflects on the comments of Eithne Hughes, Director of Association of School and College Leaders, Cymru, on the publication of an Estyn report, which found that secondary schools did not realise the extent of sexual harassment between pupils. It mentions that he said that schools would find the criticism levelled at them in Estyn's report frustrating and unfair as they had put huge effort into placing the wellbeing of their students at the heart of everything they did.

The article focuses on a survey by the National Governance Association has showed the strategic priorities of governing boards in schools and trusts across England as well as a 2021 picture of board's experiences of finance and staffing matters. It mentions that pupil mental health and wellbeing had been the biggest strategic and spending priority for boards. It also mentions improving attainment and developing and retaining staff.

The article offers insight to a report "PISA 2018 Results. Volume 6: Are Students Ready to Thrive in an Interconnected World?" by the Organisation for Economic Co-operation and Development, Programme for International Student Assessment Volume 6 as published on 22 October, 2020. It mentions that economic, social, cultural, and environmental and epidemiological forces are shaping students lives. It also inform on taking action for collective well-being and sustainable development.

The article examines how education policies and practices affect the students' performance, learning outcomes and well-being, based on the results of the Programme for International Student Assessment in 2020. Topics covered include the effects of grouping and sorting students, of investing in education resources, and of evaluations and assessments.

The article discusses 10 years of the International Summit on the Teaching Profession (ISTP) hosted by Education International and the Organization for Economic Co-operation & Development (OECD). It further discusses supporting an informed and honest policy dialogue between and among elected representatives of the teaching profession and national government authorities; and supporting physical and emotional wellbeing and recovery of children, students and education staff amid Covid-19 crisis.

The article informs on a collection of case studies, published by Universities in Great Britain, on support offered by universities to equip new undergraduates with the skills they will need to thrive ahead of and during their studies. It mentions that universities are stepping up efforts to support the education and wellbeing of Year 13s transitioning to higher education amid growing concerns from teachers and parents that school and college leavers will be disadvantaged due to COVID-19.

The article offers information on several policy papers published last week including Improved Early Years Interventions by Thomas Brown; Apprenticeships in Small and Medium-sized Enterprises by Niamh Foley; and What Affects Student Wellbeing? by Professor Tim Blackman.

The article informs that Great Britain Education Endowment Foundation has issued a new guidance which include recommendations to support primary schools to review their current approaches to social and emotional learning (SEL). Topics include the role of SEL in increasing positive pupil behaviour, mental health and well-being, and academic performance; help building professional knowledge and support schools in applying it; and the comments of Dr Jo Casebourne of Early Intervention Foundation.

The article presents results of research conducted by the UCL Institute of Education that states grammar school pupils do not have any advantage over children not attending grammar school by age 14. Topics discussed include the study having looked at young people's educational engagement and well-being at school, in addition to their educational attainment.

The article offers information on Nicola Dandridge, who is the chief executive officer for Office for Students, advised the universities of Great Britain to ensure that they were working effectively with partners to support students' mental health and wellbeing. The topics addressed include details on the approaches which can be used to improve support for students comprising improving the data and evidence on issue.

The article offers information on an announcement of opening of applications for specialist, not-for-profit education providers to apply to run the Great Britain's first Secure School, which will provide a custodial setting for young people, focused on education and health services. It includes details on the role of secure schools for an intervention and putting education, healthcare and physical activity at the center of rehabilitation.

The article reports on a survey commissioned by the charity YoungMinds which shows that more than 80 percent of teacher respondents are of the opinion that the focus of British education examinations has become disproportionate to student wellbeing. Topics discussed include YoungMinds asserting that the British education system is unbalanced and gives little importance to student mental health and the factors that bring pressure to children and young people, according to the charity.