Best Education Blogs in 2021 for the UK and Ireland – Words by Laura Millington of Twinkl

The face of education has changed radically over the past year and a half. Luckily, we’ve had education blogs to help us overcome all these new challenges. Whether they’re imparting useful advice, discussing important issues in schools, or advocating for better teacher support, everybody can get something out of reading them. That’s why we thought we would showcase some of the best education blogs in 2021 for the UK and Ireland. Click here to find out our top picks!

‘JUST ONE TREE DAY’ – still time to sign up!


There is still time for schools to join hundreds of others and sign-up to the highly popular ‘JUST ONE Tree Day’, taking place on Friday 15 October (England) and Friday 1 October (Scotland).

Schools throughout the UK and around the globe are uniting on this international non-uniform day that encourages children to bring in £1 to plant a tree and help reforest the planet – a tree is planted for every £1 raised. Over 150,000 children from eight countries have already joined together since JUST ONE Tree Day first launched in 2019.

Schools can sign up here.                                                          

About JUST ONE Tree Day

The day highlights to children and young people how their individual actions can make a difference in the fight against climate change and the biodiversity crises. It is the flagship event of JUST ONE Tree, a British not-for-profit dedicated to removing CO2 from the atmosphere through global reforestation.

The event is open to both primary and secondary schools – those taking part can access lesson resources that fit in with the national curriculum. As part of their fundraising activities, children learn about photosynthesis, the benefits of trees for both people and wildlife and the vital role they play in reducing the impacts of climate change.

JUST ONE Tree founder, Amanda Bronkhorst: “JUST ONE Tree Day was born out of my passion to make a difference – not only for my young daughter, but for the future of all children. JUST ONE Tree Day has resulted in over 150,000 trees planted and I know that this year the ‘children’s forest’ can grow even bigger.

“School participation is doubly important because not only do they raise funds, the forest planted on their behalf helps compensate for a school’s environmental impact.

“Many children today struggle with climate anxiety, caused by the reality of our climate crisis. But JUST ONE Tree Day tells them that we can all make a difference with a simple action.  By taking direct action it spreads hope and positivity. It’s important to involve our young, helping them tackle their worries of today while setting them up for a sustainable lifestyle that aids their future.”

The money raised is used to plant the ‘right trees in the right place’ – supporting reforestation projects in Haiti, Indonesia, Kenya, Madagascar, Mozambique, Nepal and Zambia, including mangrove forests and kelp regeneration.

Parent-teacher relationships to be reset, for the benefit of pupils’ social skills, screen time, and mental health

  • Schools are looking to reset relationships with parents, post-lockdowns and home-schooling, with the partnership needing rebalancing for the benefit of pupils
  • New research finds that school staff worry about pupils’ ability to interact face-to-face (67 per cent), and their screen time (76 per cent), as they return to the classroom
  • Working in partnership with parents to support pupils overcome these new challenges is essential, yet almost two in five (38 per cent) of staff had concerns about parents’ willingness to do so


Schools and parents need to work together to rebalance their relationship as pupils adjust back to life in the classroom, new research1 from the Independent Association of Prep Schools (IAPS) and Tooled Up Education reveals.


Lockdown and home-schooling gave many parents the opportunity to be more hands on than ever before with their children’s education, however IAPS and Tooled Up Education found that a quarter (25 per cent) of school staff say that working with parents on home-schooling has been stressful.


Post-lockdowns and home-schooling, more than three quarters (76 per cent) of school staff worry about pupils’ screen time, and more than two thirds (67 per cent) agree that the lack of in-person interactions pupils have had with peers has been detrimental to their social skills and, amongst younger children, their emotional development.


Whether parents or teachers are responsible for certain aspects of a child’s development, such as financial education, has long been a topic of debate. Questions are now being raised about who should take ownership for the behaviours children have learnt – or not learnt – over the past 18 months, as a result of being stuck at home and indoors.


School staff confident discussing issues with colleagues but not necessarily parents


Overall, more than two thirds (70 per cent) of school staff worry about the mental health of pupils as they return to the classroom. While staff are confident discussing these issues with their colleagues and heads, almost half (49 per cent) lack confidence discussing them with parents.


Around two thirds (64 per cent) of school staff say that they would like additional training to support pupils with mental health and wellbeing concerns. Almost two in five (38 per cent), however, had concerns about the willingness of parents to work with them to overcome these new challenges.


Christopher King, CEO, IAPS commented: “Lockdown took its toll on everyone, but for younger children, it was a crucial stage in life for the development of their social skills and learning about their emotions. Schools and parents must rebalance their relationship, allowing teachers to effectively take back control of teaching, and parents and teachers to work together to address new challenges.


“Parents need to support schools with the development of skills and management of behaviours that cross the school and home boundary. We must break down the barriers and concerns expressed by teachers and school staff, so that they can talk openly with parents to address and help manage these new issues together. At the same time, schools need to step up and support their teachers and staff, whether that be with additional training or dedicated teams to step in when worries or concerns are raised.”


Dr Kathy Weston, CEO, Tooled Up Education commented: “Never before has the quality of the home-school partnership mattered more, and staff need to feel as confident as possible when engaging with, and supporting, parents, and carers. The experience of the pandemic is an opportunity for all schools to recalibrate the home-school partnership. It is a chance to redefine the respective roles of parents and teachers and ensure they are aligned in helping to protect each child’s mental health and emotional resilience. 


“Our wider research shows that when it comes to mental health, early intervention is key. Staff and parents need to be equipped to recognise early ‘red flags’ and address them using the most up-to date and evidence-based approaches. This is particularly important with younger children where support early on can reduce the risk of more complex mental health needs as a teenager.”


Inner Cheerleader Helps Young Children Master Emotions

To Navigate Anxiety Pandemic

  • Children struggling with mental health problems during the pandemic are facing “agonisingly” long waits for treatment, a BBC investigation has found.
  • Data from half of England’s services found one in five seen in the past year waited over 12 weeks for care.
  • Half of all mental health conditions present themselves by the time a child reaches 14 but most cases remain undetected and untreated
  • 10% of year 10 and 11 suffer from anxiety coupled with a lack of confidence
  • Covid has created an anxiety pandemic amongst all age groups 
  • Free primary resource teaches simple brain hacks can last a lifetime and turn around a child’s negative thinking within a month 


Half of all mental and emotional wellbeing conditions present themselves by the time a child reaches 14 but most cases remain undetected and untreated. A research pilot by RTT Method within secondary schools found an estimated 10% of year 10 and 11 suffered from anxiety, often coupled with a lack of confidence. The combination can have a crippling effect on their lives, preventing them from enjoying school, hampering their learning and impacting their social life.


That’s why a new resource called ‘I Can’t to I Can’ aims to reduce these numbers by giving primary school children the tools they need to overcome anxiety, build confidence and take control of their emotions. It has been created by RTT in response to the anxiety pandemic Covid has created and features a specific set of mind hacks that can provide immediate help. These skills can help a child throughout life and also significantly lower the numbers who develop adolescent mental and emotional wellbeing issues.


‘I Can’t to I Can’ takes just a week to instil positive new approaches in children aged 7 to 10. Available online, the free resource is based around the RTT concept of installing the inner cheerleader. Everyone is born with an inner cheerleader as, without that driving force encouraging us, babies would never learn. However, children as young as 5 start doubting themselves and listen to their inner critic instead of their cheerleader which is why the skills taught in ‘I Can’t to I Can’ are so key.


Kerin Muddle, lead practitioner for social, emotional and mental health needs at Sandhurst School, one of the schools where RTT therapy has been piloted commented:


‘RTT made a huge impact on our students who felt more in control and understood how to manage their emotions after a single session. They could recognise negative emotions and were able to see them for what they were and turn them on their head. Providing primary children with RTT resources will make everyone’s lives easier – parents and teachers but especially the children themselves.They will experience immediate benefits and emotional know-how that will stay with them throughout their lives’.


The I Can’t to I Can 5-Day Challenge is launched at the end of September with schools being encouraged to participate during the week of 8th November in the lead up to Anti-Bullying Week and World Kindness Day.


Schools sign up via  and the resources will be made available on 20th October giving teachers the opportunity to review and plan over half term.

New Secretary of State for Education: NASBTT statement

Decision needed quickly on whether fundamental change in the ITT sector, and the likely immediate impact on teacher supply, is really a priority at this time 


Executive Director Emma Hollis said: “We welcome the appointment of Nadhim Zahawi MP as Secretary of State for Education. It potentially represents a new chapter for the Department for Education and brings an opportunity to address the most pressing challenges facing the schools’ sector. It is clear that supporting schools and children through a properly funded post-Covid recovery strategy should be top of the list. From the perspective of Initial Teacher Training (ITT), we do, course, face a number of uncertainties over the coming months as a result of the ITT Market Review and we are aware that many voices share our concerns over the future of our sector. Mr Zahawi will need to decide quickly whether fundamental change in the ITT sector, and the likely immediate impact on teacher supply, is really a priority at this time. We also call for transparency of reporting of the ITT Market Review consultation responses: it is imperative that the Minister responds to what the sector has said. We are here to support Mr Zahawi, however we can, in that decision-making process. We would welcome the opportunity to continue working closely with the Department to ensure continued excellence in ITT provision; once confirmed, the same applies to the new Minister of State for Schools. I would like to take this opportunity to thank Mr Gibb for his immense contribution to the sector over the past nine years. We have worked closely together on ITT policy and always found him to be knowledgeable, passionate and willing to listen to ideas. He was also always supportive of NASBTT and the quality of school-based ITT provision. The sentiments being expressed by others in the sector show how highly he was thought of.”



The digital revolution in teaching during the pandemic – world’s largest international study on teachers and education

15 September 2021 – T4 Education has today published a landmark report revealing for the first time how teachers around the world have turned to technology to overcome barriers to education brought about by the pandemic.


Launched in Spring 2021 and informed by 20,679 teachers across 165 countries, T4 Education’s survey is the largest in the world. The report findings provide a unique and untold perspective documenting how covid restrictions have inverted understandings of disadvantage among school pupils and created a new comprehension of educational inequality. 


The Covid-19 outbreak sparked a global crisis in education. Governments worldwide took unprecedented action in responding to the pandemic by closing schools and entering national lockdowns for long periods. Throughout, teachers and their schools have had to overcome unique challenges in continuing teaching and learning by adapting to remote or hybrid forms of education.


While the evidence details the overwhelming devastation unleashed by the pandemic on children’s education, the findings in this report also tell another story of how teachers stepped-up to meet the extraordinary challenges created by the pandemic. They did so by turning to technology, by embracing and mastering new digital tools for instruction and by exploring and developing new pedagogies.


Furthermore, it was not the generation of younger and more recently qualified teachers who pivoted to adapt to technology and remote learning and instruction. Instead, it was the most experienced, predominantly older teachers who used digital tools the most, who taught more classes online and who deployed the most sophisticated and creative types of remote teaching.


Faced with a once-in-a-generation challenge of switching to a new model of remote learning, the teaching profession worldwide rose to this task. But by having to do so, the digital divide has become the number one factor of inequality in education worldwide.


Nonetheless, despite well-known limitations such as poor internet access and inadequate supply of digital devices, the vast majority of respondents consider their experience of the pandemic has made them better and more enthusiastic teachers.






In summary, the key findings of the report are:


  1. 55% of teachers with between 21- and 30-years’ experience said they taught lessons online in the year before completing the survey in spring 2021, compared with 38% who had taught for between three and five years.
  2. Linked to the point above are the findings that among teachers who said they undertook more than 10 whole days of training over the previous year, 54% were teachers with 30-plus years’ experience, falling to 31% of teachers who had been in the classroom for 5 years or fewer.
  3. Maths teachers were consistently the least likely among teachers of all curriculum subject areas to use a range of digital tools for teaching and learning.
  4. The use of digital tools for assessment is surprisingly very low. The survey found that 27% used technology for assessments daily, 29% weekly and 20% once or twice a month. Another 7% of respondents used technology for assessments once or twice a year and 17% never or almost never did so.
  5. The vast majority of surveyed teachers considered that the experience of teaching during the pandemic had made them better teachers and over half had become more enthusiastic about teaching.
  6. Teachers reported the most frequently observed group of children to suffer learning loss during the pandemic were those with less access to the internet or to technology (60%). This factor accounted for more than other indicators of deprivation including economic status, unemployment, unstable home environments or special educational needs.
  7. Schools are proving to be a greater leveller in providing children with access to digital equipment and the internet. However, the survey exposes a sharp digital divide in which children in government-funded and, especially, low-cost private schools and schools in rural locations were much more likely to miss out and their education suffered in consequence.
  8. Almost a quarter of teachers (23%) reported that their school did not have access to the internet at all. More than half (53%) said insufficient online access hindered their schools’ ability to provide high quality education.
  9. Shortages of technology hardware for instruction also constrained the capacity of schools, more than half of teachers (52%) said. More than four in ten teachers (42%) said that they brought their own digital device, whether it be a laptop, tablet or even a smartphone, into their school to teach.
  10. Schools in rural areas made less use of technology than schools in cities and metropolitan areas. While this might be expected, the digital divide between urban and rural schools is still stark and means that hundreds of millions of children lost out on their learning due to where their families live. The gap in percentage points between rural and urban schoolteachers was 14 points on whether their children’s education was hindered by poor internet access (61% versus 46%) and 13 points on inadequacy of digital resources (59% versus 46%).


Vikas Pota, Founder of T4 Education, said:


“The past 18-months have been an incredible journey for teachers worldwide. This unique report documents globally how teachers have heroically responded to the world-wide education crisis being driven by the ensuing pandemic.”


“This report is distinctive and noteworthy because it shows us the viewpoint from those who have been on the frontline delivering education. We see amazing ingenuity, innovation, creativity, and collaboration amongst teaching peers in every country. The results of which are not only benefitting millions of children and whole communities worldwide, but also the profession.”


“I am really pleased to be launching this report today and want to send my gratitude to the tens of thousands of teachers in 165 countries who have taken the time to respond. Capturing the experience of teachers, the findings present a real opportunity with teachers and schools around the world, as well as with global partners to bring about the required change.”


FT poll shows 90% learnt ‘little or nothing’ about finance at school

The Financial Times has launched a new charity endorsed by the former prime minister Gordon Brown, focused on the promotion of financial literacy and inclusion around the world. The FT Financial Literacy and Inclusion Campaign (FT FLIC) unveiled its strategic plan to boost the financial literacy of young people, women and disadvantaged communities at an event hosted by Roula Khalaf, editor of the Financial Times.


The plan will develop educational programmes to tackle financial literacy, initially in the UK and then around the world. It will seek to warn people about potential financial traps as well as empowering them to realise their aspirations. It will also campaign for policy change and clearer product communication by financial companies. 


“Improving financial literacy for people that need it most, will empower and build financial resilience amongst communities that have faced growing inequalities exacerbated by the pandemic and austerity,” said Aimée Allam, executive director of FT FLIC. “We have now outlined our ambitious goals to improve financial literacy, and our success will be determined by our ability to achieve these goals in an effective and measurable way.”

A survey, commissioned for the Financial Times by Ipsos Mori, reveals shortcomings in financial understanding among four constituencies that have clear gaps relative to the national average: deprived areas, the young, women and ethnic minorities.


According to the research, 90% of the 3,194 people polled across England learnt “nothing at all” or “not very much” about finance at school. The research also found that barely half of 3,000 respondents were able to correctly compare the costs of borrowing via credit cards or bank overdrafts, regardless of their wealth, ethnicity or gender.


Not only will FT FLIC provide financial educational content for individuals and teachers, it also intends to lobby for education policy to change, in particular pushing for financial literacy to be integrated into school curriculums. FT FLIC will also focus on helping close the financial literacy gap for women and communities marginalised from accessing mainstream finance.


FT FLIC will partner with existing charities and other organisations in financial education, and become a hub for the aggregation of the best materials, as well as developing its own content.


Patrick Jenkins, the FT’s deputy editor who chairs FT FLIC, said: “According to the World Bank, two in three of the global population, including one in three in the UK, are financially illiterate. If that were true of language literacy it would rightly be regarded as a scandal. Happily getting on for nine in 10 people around the world are now able to read and write. But why is it not regarded as a scandal that financial literacy levels are so low?”


Speaking at the launch of FT FLIC Gordon Brown, former Prime Minister of the United Kingdom, said: “In surgeries, I came face-to-face with constituents who could not manage their finances or pay their bills, who racked up debts and fell into the hands of money lenders. I saw not only the despair that this brings and the impact it has on physical and mental health but the need for far greater financial literacy. Financial worries have been exacerbated by the pandemic and will certainly worsen when six million families in the UK find their universal credit is cut by £20 a week. I welcome this initiative to create an umbrella foundation that will not only work with current providers at the grass roots level, but it will also seek changes to policy.”


The launch of FT FLIC follows 15 years of successful FT seasonal appeals that raised more than £19.5m on behalf of charities and supported many worthy causes.


UK Parliament Education Centre awarded the Sandford Award for Heritage Education 2021

UK Parliament’s Education Centre has been awarded the Sandford Award for Heritage Education, as it prepares to welcome school groups back this autumn.


Opened in 2015, the Education Centre provides students with a unique learning experience, with each visit including a tour of the Palace of Westminster – a World Heritage Site. Sessions are fun and interactive and directly integrated with the UK’s four curriculums, tailored to the age and attainment of different age groups.


The Sandford Award celebrates and promotes high quality in heritage education, with more than 500 heritage sites across the UK and Ireland receiving the prestigious quality mark. The Awards focus on formal, curriculum-linked learning provision, although recognition is also made of informal learning such as family programmes and community outreach.


In awarding the prize, judges for the Sandford Award said:

‘The Parliament Education Centre leads pupils to knowledge of law making and democracy in the United Kingdom and their own place within it, through National curriculum related topics. Either using impressive trips around the magnificent parliamentary site with backup workshops or through detailed and stimulating online sessions, the skilled and professional education team engage with pupils of all ages and key stages. Talking to their own MP or investigating and debating such topics as the suffragettes, pupils learn to question and become involved. The programmes are a must for all young people who live in this country’.


This all comes as the Education Centre prepares to re-open its doors to schools from September. Due to unprecedented demand, bookings for the autumn term are now full, however schools are being encouraged to sign up to Parliament’s Education newsletter to hear about spring bookings.


School visits will be in line with current government guidelines to ensure the safety of all visitors. Online workshops will also continue to be delivered and can be booked via this link.


Amy Baxter, UK Parliament’s Head of Education and Engagement said:

‘I am delighted that the Education Centre has been awarded the Sandford Award for Heritage Education. This is a true testament to the hard work of the Education and Engagement team who have ensured that throughout the pandemic, sessions continued and we could deliver our dynamic programming to thousands of school children. We are looking forward to welcoming school groups back to Parliament and ensuring that young people from around the country get the unique experience of visiting the heart of British politics and learning more about our democracy.


Anyone for tennis? Join 10,000 teachers and inspire your pupils following the soaring success of Emma Raducanu

BROMLEY, ENGLAND – JULY 19: Emma Raducanu visits her former school, ‘Bickley Primary’ on July 19, 2021 in Bromley, England. Ms Raducanu, who is a youth ambassador for the Lawn Tennis Association (LTA), made a surprise visit to the school as they enjoyed sports day. The 18-year-old professional tennis player made her main-drawn grand-slam debut at this year’s Wimbledon tournament, becoming the youngest British woman to reach the Round of 16. (Photo by Dan Kitwood/Getty Images)

Following the exceptional performance from British breakthrough star Emma Raducanu, who captured her first Grand Slam at the US Open over the weekend, Emmamania is already inspiring pupils aged 4 – 11 to get more involved in tennis – and LTA Youth, the flagship programme from The LTA, the governing body of tennis in Britain, has teachers across the country covered.

LTA Youth’s assembly and classroom challenges are the perfect solution for primary teachers looking to use the phenomenal success of LTA Youth Ambassador Emma Raducanu’s efforts to engage with their pupils at school right now. There is no better time to get more kids hitting super serves like Emma. Tennis is an activity that can easily be incorporated into everyday life. All you need to play is a ball, racket and away you go!


The LTA wants all primary school children to see tennis as a fun activity, while simultaneously enhancing their personal and character skills during lessons. So far the programme has over 10,000 teachers involved.


The challenges contain some simple ‘warm-up’ activities, which will take children around 15 minutes to complete. Children can then take part in exciting, tennis themed lessons, lasting around 45 minutes, covering subjects such as numeracy, literacy, geography and science. These challenges are aimed at children.


LTA Youth Schools Programme is the LTA’s innovative junior programme created to help more children enjoy the benefits of playing and staying in tennis, whatever their age, gender, ability, disability or background.


This is the first curriculum aligned tennis resources available and is based on world leading expertise, research and science, and drawing on insight from parents and players – perfect to build into lesson planning for the new school year covering topics such as; PSHE and Physical Education.

BROMLEY, ENGLAND – JULY 19: Emma Raducanu visits her former school, ‘Bickley Primary’ on July 19, 2021 in Bromley, England. Ms Raducanu, who is a youth ambassador for the Lawn Tennis Association (LTA), made a surprise visit to the school as they enjoyed sports day. The 18-year-old professional tennis player made her main-drawn grand-slam debut at this year’s Wimbledon tournament, becoming the youngest British woman to reach the Round of 16. (Photo by Dan Kitwood/Getty Images)

The LTA are keen to open up tennis to more children across the country by using tennis as a theme to discuss curriculum orientated work and with recent British success, the topic of tennis is at an all time high.


Former teacher and Head of Education & Community at The LTA, Tom Gibbins, said; “What we have seen over the past few weeks from an up and coming British tennis player in Emma Raducanu has been nothing short of spectacular. This is such a great moment for our sport and even more so as we look to inspire future generations across the country to take up tennis. Our free LTA Youth Schools Programme was designed to support teachers in moments like this.”

To ensure that teachers are confident in delivering the resources from LTA Youth Schools Programme, upon signing up, The LTA offers training to all participating schools from professional LTA accredited practitioners, with over 4,000 already completing the training. On completion of the 2 hour course, schools will receive a £250 voucher and tennis activity pack.

BROMLEY, ENGLAND – JULY 19: Emma Raducanu visits her former school, ‘Bickley Primary’ on July 19, 2021 in Bromley, England. Ms Raducanu, who is a youth ambassador for the Lawn Tennis Association (LTA), made a surprise visit to the school as they enjoyed sports day. The 18-year-old professional tennis player made her main-drawn grand-slam debut at this year’s Wimbledon tournament, becoming the youngest British woman to reach the Round of 16. (Photo by Dan Kitwood/Getty Images)

Dan Smith, teacher at Manchester Road Primary School, who used the resources last year commented on the support LTA Youth has provided for his school, saying; “LTA Youth Schools has been great for our school. Not only have we received amazing training through the free online course, but the resources that we now have are brilliant and we will continue to use them for years to come. Unlike any other training course, we were also given a £250 voucher so we were able to buy the equipment needed for the lessons.”


For the first time, LTA Youth will be offering a visit from a professional tennis player for new sign ups to the LTA Youth Schools programme as they look to highlight the benefits of tennis in building active lifestyles and key skills for the future. Sign up today for free, explore the resources and join the active online community of over 10,000 teachers part of the LTA Youth programme.



Hay Festival has today unveiled its free autumn Programme for Schools including two days of in-person events at Hay Festival Winter Weekend, 24-25 November, alongside in-person Beacons Project and Welsh Scribblers Tour events across Wales. 

Schools can explore the programmes in depth and register now FREE at, while pupils can apply to take part in the Beacons Project at

Welsh language Scribblers Tour events take place in-person on 3 November at Bangor University and on 4 November at Aberystwyth University, bringing creative inspiration direct to transition-year pupils (Years 6 and 7). Welsh poets Gruffudd Owen and Rufus Mufasa will lead the workshops alongside host Aneirin Karadog at both universities, with writers Mererid Hopwood, Eurig Salisbury and Hywel Griffiths adding to the programme at Aberystwyth, while Osian Owen joins at Bangor.

A free in-person Programme for Schools will then take place 24-25 November at Hay Festival Winter Weekend in Hay-on-Wye with six events for KS2-3 pupils. Sessions will also be broadcast online for pupils unable to travel to the booktown, adding to the free Programme for Schools digital archive and offering pupils all over the UK the chance to see their favourite writers and get creative.

On Wednesday 24 November, events for KS2 pupils include writer Onjali Q Raúf (The Lion Above the Door), illustrator Rob Biddulph (Peanut Jones and the Illustrated City) and author Emma Carroll (The Week at World’s End). On Thursday 25 November, events for KS3 pupils include writers Sally Nichols (The Silent Stars Go By) and Nicola Davies (The Song that Sings Us), and rap-poet Karl Nova.

Meanwhile, the Beacons Project, a free workshop residency for 16-18-year-olds interested in writing, will run through Hay Festival Winter Weekend, 24-28 November, offering the next generation of writers a tailored weekend of inspiration featuring Festival guests from across the main programme. 

Over the past 18 months, Hay Festival’s education events have taken place digitally, reaching 100k pupils in more than a thousand schools across the UK and beyond, part-funded by the Welsh Government and Hay Festival Foundation.

Aine Venables, Hay Festival Education Manager, said: “We’re back for our first in-person events for schools since 2019 and we’re energised to welcome pupils and teachers again to our events. In a year of enormous challenges for young people and educators all around the UK, we’ve been pleased to connect with thousands digitally and can’t wait to re-connect with that same spark of inspiration in live events. Our free Welsh Scribblers Tour, Winter Weekend Programme for Schools, and Beacons Project offer a chance for young people all over Wales to engage with writers and their work. Everyone is welcome.”

Jeremy Miles, the Minister for Education and Welsh Language, said: “I’m very pleased to see that we have been able to support Hay Festival’s Programme for Schools once more, giving young learners access to a variety of creative and cultural experiences, both digitally and in-person.
“Cultural and creative learning will form a crucial part of our new Curriculum for Wales, and I’m pleased we’ve been able to work with Hay Festival to provide children throughout Wales with a rich series of events this autumn.”

Upcoming Hay Festival events for general audiences this autumn include international editions in Spain and Peru, along with Hay Festival Winter Weekend, which brings writers and readers together for a year-end wonderland of in-person and online events to inspire, examine and entertain, 24-28 November, in Hay-on-Wye, Wales. 

Now in its 22nd year, an eclectic mix of speakers and performers will lead the hybrid Hay Festival Winter Weekend programme in five days of conversations, candle-lit storytelling, comedy, music, and family workshops. These will be the first Hay Festival events in the UK with ticketed audiences in two years, with the full programme due to be released at the end of September.


Now in its 22nd year, an eclectic mix of speakers and performers will lead the hybrid Hay Festival Winter Weekend programme in five days of conversations, candle-lit storytelling, comedy, music, and family workshops. These will be the first Hay Festival events in the UK with ticketed audiences in two years, with the full programme due to be released at the end of September.

Keep up to date with Hay Festival news by signing up to the newsletter or follow on:
Twitter: @hayfestival / @hayfestival_esp
Facebook: hayfestival / hayfestivalimaginaelmundo
Instagram: @hayfestival 

Sessions in English and Spanish can be rediscovered anywhere in the world on Hay Player, a subscription service offering the world’s greatest writers on film and audio for £15/€15 per year.