Professor and Vice-Dean of Research and Transfer at the Faculty of Teacher Training and Education of the Universidad Autónoma de Madrid.
A review of more than 100 meta-analyses and nearly 2500 studies has analysed the use of screens by children and young people and the consequences for their learning and health. Their conclusions are that, in general, the effects are small and vary according to the type of use and context. The results are published in the journal Nature Human Behaviour.
When considering which type of timetable is best, one question is: best for what and for whom? Not only does the scientific evidence on student learning and well-being come into play, but also the employment interests of teachers, the reconciliation needs of families, and the effects of each type of timetable on socio-economic inequality and the gender gap in care are also involved. We bring together more elements of the discussion in this second article.
Every school year in Spain, the debate returns about what kind of timetable schools should adopt: is it better to concentrate all teaching hours or to have a lunch break and extend the time spent at school? In this first issue, we bring together research on the effect of each type of timetable on students' performance, rest and socio-affective well-being, as well as the available data on public and charter education.