CIRL has been commissioning and running research projects focusing on areas of teaching and learning, wellbeing, resilience, and student leadership. Our team of researchers has been collaborating with schools, academics, and researchers across disciplines to understand the evidence base while contributing our findings to the wider educational landscape. Here you can find all the reports we have published so far.
Seemingly, Falinge Park School, a comprehensive school in Rochdale, might have little in common with Eton College, a selective public school in Windsor. This project aimed to uncover some of the commonalities between the two schools through discussions of wider social issues.Read the report
The use of peer mentoring in schools is fairly widespread. This report reviews the research on how such programmes work and the suggest strategies for success.Read the report
In the academic year 2020-2021, Eton College and the Tony Little Centre worked with a sixth form college in south London to implement a programme of developing academic resilience. We are confident that our course contributed to the students’ resilience and academic resilience.Read the report
Eton Fives (EF), which is self-officiated at all levels of the game, has potential to benefit those that play it by promoting the development of self-regulation (SR). A combination of cognitive challenges, present in the complexity of the game and its self-officiated structure, and physical exercise are likely to place demands on a player’s ability to self-regulate. The aim of this study was to discover if there are any differences in SR ability between Eton Fives players and those that do not play the sport.Read the report
When the first UK lockdown came into effect in March 2020, EtonX and Eton College offered free access to all their self-study student courses to UK state schools. This report discusses our main findings from talking to schools which offered the courses to their students.Read the report
In the academic year 2019-2020, Eton College and the London Academy of Excellence (LAE) launched the Eton X LAE Leadership Institute (ELLI). In total we had 16 students who took part, 8 from each school, all in Year 12. The purpose of the institute was twofold: first, to strengthen the ties between the two schools; and second, to give students the opportunity to reflect on leadership and discuss what it takes to be a good leader.Read the report
From July 2019 through to July 2020, BrainCanDo worked with The Tony Little Centre for Innovation in Research in Learning (CIRL), Eton College to design, implement and evaluate a classroom-based character education intervention.
The purpose of this project was to develop a programme that could be readily adopted and implemented into existing PSHEE and wellbeing programmes in a range of different secondary school contexts for pupils in Key Stage 3 (Year 9). A total of 10 varied secondary schools from across the South East of England were recruited to trial the character education programme. The report presents the findings of the intervention.Read the report
In 2018-19 the Tony Little Centre and Research Schools International carried out a research study on Character Education at Eton. This research study explored the following questions:
• Which character skills and dispositions are central to the Eton community?
• How is Eton supporting the development of these skills and dispositions?
• How can Eton further support the development of these skills and dispositions?
In 2018-2019 we conducted a study which looked at the impact of community engagement (ECCE) on the character development of C Block boys.
We adopted the Jubilee Centre for Character and Virtues framework and tried to identify whether students develop character virtues; namely empathy, openness to experience, teamwork, gratitude, and respect.Read the report
In the 2016-17 academic year over 1,000 boys took part in a research project that CIRL conducted in collaboration with Research Schools International.
This project looked at the relationships among boys’ wellbeing and their academic achievement across the whole school. The research did not find any correlation between wellbeing and academic success, but the data from the wellbeing surveys (answered by over 1,000 boys, with a fuller follow-up survey answered by just over 100 randomly-selected boys) showed some interesting results.Read the report