Sticks and stones may break my bones, but being left on my own is worse: an analysis of reported bullying at school within NFER attitude surveys

As part of the NFER attitude survey, children in school years 7 to 13 (aged 11 to 18) were asked questions about the types of bullying they had experienced over the last 12 months and why they think they may have been bullied. Through analysis of their responses to these questions and how these relate to the emotional wellbeing of children (also measured within the questionnaire) some conclusions can be made as to the prevalence of different types of bullying and the relative seriousness of each type of bullying as measured by its impact on emotional wellbeing.

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Just published

An evaluation of the impact of STEMNET's services on pupils and teachers
NFER undertook an evaluation of STEMNET’s operations and impact from 2009 to 2011. STEMNET’s vision is to increase young people’s choices and chances through science, technology, engineering and mathematics (STEM)
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Developing a business case for early interventions and evaluating their value for money
In the context of increased debate about early interventions in the UK, the Local Government Association (LGA) commissioned the National Foundation for Educational Research (NFER) to produce guidance on what constitutes a good business case for early interventions and how it should be assessed.
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National census of local authority councillors
The findings from the councillors' census 2010 are now available on line. NFER carried out this sixth survey of local authority councillors in England for the LGA. Findings are based on responses from 6,082 (33.4 per cent) councillors in office in England.
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NFER publications are available from our publications pages or our Publications Unit. Telephone +44(0)1753 637002 Fax +44(0)1753 637280 Email


Merger creates new force for change in education
NFER and Futurelab Education announced their merger, effective November 9th 2011. The two charities share complementary objectives and missions with an emphasis on using research to improve the quality of teaching and learning and, as a consequence, the lives and opportunities of young people. The individual brand names will continue as the two organisations collaborate to strengthen schools’ capacity to use research evidence to impact the classroom.
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Mathematics education in Europe: common challenges and national policies
This study examines the policies and practices that shape mathematics education in schools in 31 European countries, focusing on curricula, teaching and assessment methods, and teacher education.
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Science education in Europe: national poilcies, practices and research
This study examines the organisation of science education in schools and provides an overview of policies and strategies that aim to foster and improve science teaching and learning in 31 European countries.
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Compulsory education in Europe 2011/12
This table shows the participation ages and duration of compulsory full-time and part-time education in 33 European countries.
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