The Centre for Research on the Wider Benefits of Learning (WBL) investigates the benefits that learning brings to the individual and to society as a whole. WBL's main objectives are to clarify, model and quantify the outcomes of all forms of intentional learning so as to inform the funding, implementation and practice of educational provision through the life course. It is funded by DCSF.
Our research looks to inform policy, to deepen understanding of the complex ways in which learning can benefit individuals, and to provide robust evidence about the scale of these effects and the returns they represent.
(2009) Leslie Gutman, John Brown, Rodie Akerman and Polina
Within the framework of risk and resilience, this report focuses on changes in wellbeing from middle childhood to early adolescence. Using data from the Avon Longitudinal Study of Parents and Children (ALSPAC), we investigate trajectories and drivers of change across psychological, behavioural, social and subjective school wellbeing. We also examine those children who have a large number of risks in their lives, identifying those factors which may help protect their wellbeing.
(2009) Kathryn Duckworth, Rodie Akerman, Alice MacGregor, Emma Salter and John Vorhaus
This review explores the concept of self-regulation – which includes the ability to concentrate, restrain impulsive behaviour, and work autonomously – and its impact on learning and attainment. It also considers the recent high levels of interest in self-regulation, and provides a policy and educational context.
The latest newsletter from the Centre for Research on the Wider Benefits of Learning (WBL) summarises key findings from all our recently published research reports. These include a study of the factors predicting the quality of interaction between a mother and her child at 12 months, an overview of the main influences and leverages on raising low attainment in schools, and an evaluation of the impact of adult literacy programmes in the workplace. We also highlight recent developments in Government policy, and our discussion piece has been provided by the new Centre for Real World Learning at the University of Winchester.