The incorporation of evidence-based strategies in education, encouraged by bodies like the Department for Education and the Education Endowment Foundation (EEF), aims to address post-lockdown crises in learning. However, despite increased emphasis on research-backed teaching methods and substantial investments in trials, the results have been underwhelming. Reading, particularly, has seen extensive research and implementation of evidence-based programmes, yet reading abilities have not significantly improved in the UK or globally. Studies indicate that schools using evidence-based methods do not necessarily outperform those that do not. While the use of evidence in education is crucial, its application requires a nuanced understanding of its limitations and challenges. There’s a need for a more thoughtful approach to incorporating evidence in education, recognising its unique dynamics and complexities.
