What we publish
Our subject is the everyday work of making education more participatory and accessible. We write for students, educators and people supporting school communities. Each article starts with a specific question and distinguishes a source finding from a proposed exercise.
Who writes here
School Practice Desk is the editorial byline of this publication, not a claim that a named teacher or researcher conducted fieldwork. We do not invent professional qualifications, classroom visits, interviews or first-person experience. When an example is hypothetical, the article says so.
How an article is built
We prefer primary guidance and clearly identified original reporting. Source links sit with each article so readers can inspect the underlying material. A guidance document is not the same as evidence that our suggested activity will work in a particular school. We state that difference.
Illustrations explain or introduce an idea. They are not presented as documentary photographs of real schools or as images from the former campaign. We do not use historical photographs without permission or an applicable license.
Corrections and updates
Substantive changes should identify the corrected claim and the supporting source. Publication dates should describe publication here; a historical source date should not make a new article appear older. Suggestions are checked against the cited record before they become factual claims.
Independence and history
An independent publication. Not operated by, affiliated with, or a continuation of the Education Justice Collective or Student Voice campaign launched in 2020. Read the historical context.