Stanford researchers have released an open-source platform that lets health researchers study the “screenome” – the digital traces of our daily lives – while protecting participants’ privacy.

Schwartz, who will continue to lead the Stanford Accelerator for Learning, has guided the GSE through unprecedented change during an era of major disruption in education and a technological revolution in learning.

A new study reveals that the visual word form area, vital for text recognition, is smaller or absent in dyslexic children. Intensive reading intervention can help.

A new study emerging from SFUSD's Shoestrings program reveals informal exclusionary discipline is a widespread problem — but there are solutions.

We need to rethink student assessment, AI literacy, and technology’s usefulness, according to experts at the recent AI+Education Summit.

“Presumed competence” can improve learning outcomes for students with intellectual and developmental disabilities, says Christopher Lemons, faculty director of the Learning Differences initiative, on the latest episode of the School's In podcast.

Stanford Professor Rebecca Silverman discusses a transformative movement backed by research that is changing literacy instruction in schools nationwide.

New research from Stanford shows that children with math learning disabilities exhibit distinct brain activity patterns. The insights could pave the way for innovative support strategies.

A new study finds that giving middle schoolers the freedom to move in their seats enhances creativity without diminishing their ability to pay attention or remember information.