Researchers in Texas and Australia are feeling their way toward better understanding of why some children learn to talk later than others - and what it is in their make-up that enables the majority to catch up.

Classroom research even in the “authoritarian capitalist” context of Singapore has found that successful teaching depends on counterbalancing competition for high grades with an emphasis on the value of learning or its own sake.

A Witchita study finds that the schoolteachers most prone to blaming their students’ difficulties on a lack of motivation are often the same ones whose classes are singled out by their students as being boring.

Looking at it from birth to old age and back again, researchers from the US, UK, Canada and New Zealand agree that early intervention is the key to effective help.

Over the past five years there have been significant advances in our understanding of gene-environment interactions and children's development. But there is still much work to do, the search is on for a more rigorous conceptualization of what the E in G x E stands for and we still haven't figured out what this means for intervention efforts.

Long-term studies of the behavior of 1,000 families in the Netherlands suggest that too little sleep early in life is associated with later anxiety and aggression.

A resilience study by the influential Oregon University Child and Family Center suggests that if young people can be helped to set themselves clear goals and stay on task, they’ll probably keep on the straight and narrow, however bad the crowd they’re in with.