Posts Tagged

Even before the COVID-19 pandemic, the World Bank estimated that more than half of children in low- and middle-income countries were not getting the basic reading skills necessary to support future learning. The pandemic has exacerbated this global learning crisis, with more than 100 million additional children estimated to fall below the minimum level of […]

As a neurodivergent person myself who has gone through the school system here, Kooi Xiu Min’s letter resonates with me (Make the classroom a more inclusive space for neurodivergent students, July 5th). Schools should apply the spirit, not the letter, of the school rules. Neurodivergent students, whose brains are wired differently, need slightly different school […]