Schools have witnessed a surge in AI-generated complaints over the past six to eight months.

Recent criminal prosecutions involving AI-generated indecent images of children have confirmed what safeguarding professionals feared.

In a world often marked by division, it’s vital to spotlight kindness and compassion. Here, ASCL members share inspiring stories of young people learning about empathy, hope, and belonging.

Emma Harrison explores why sustainability must sit at the heart of educational leadership, strategy, and curriculum to build resilient, future-ready learning communities.

Sustainability credentials are no longer a ‘nice to have’; they’re becoming a must and we all know about the importance of ‘musts’ in the academy trust sector.
 

The Schools White Paper reforms could be revolutionary, if ministers don’t lose their nerve. Tom Middlehurst and Julia Harnden believe that detail, delivery, and political courage will decide whether this moment truly delivers for children and young people.

As policy chaos mounts, ASCL General Secretary Pepe Di’Iasio argues education’s future depends on collaboration, government support, and leaders reclaiming the narrative – reflecting the ASCL Annual Conference theme of ‘Forward Together.’

ASCL has been quoted widely in the media over the recent period on a range of issues.
 

Progress on the Gender Pay Gap masks a far more concerning, overlooked problem – the Gender Pension Gap. Melanie Moffatt highlights why, despite reform, the challenges ahead remain stark today nationwide.

As the Schools White Paper aims to renew its focus on collaboration, school partnerships must draw on the strengths of all schools to improve outcomes for young people, says Neil Smith.

Dr Anne Murdoch OBE and Claire Green examine the Post-16 Education and Skills White Paper, highlighting its opportunities, while warning that funding, timelines, and sector support remain uncertain.

The Curriculum and Assessment Review promised evolution, not revolution. Its primary recommendations feel careful and pragmatic, but as Tiffnie Harris asks, do they truly rise to the scale of reform many schools believe is overdue?