A newly published correspondence in The Lancet Global Health challenges the reliability of a widely cited Gaza Mortality Survey. Based on a reanalysis of the survey's publicly released data, the authors identify interviewer-level anomalies, departures from the stated sampling methodology, and inconsistencies with external demographic data, arguing that these issues raise significant concerns about the survey's representativeness and the validity of its estimates of conflict-related deaths in Gaza.

Developing students' social and emotional skills is an important priority for both researchers and practitioners worldwide. A new study using data from the SSES 2023 student survey on Social and Emotional Skills has found that students' perceptions of teacher feedback vary across different groups of learners. The study also shows that all types of teacher feedback were positively associated with the five domains of student social and emotional skills (i.e., task performance, emotional regulation, engaging with others, open-mindedness, and collaboration), and that the teacher–student relationship played a mediating role in these associations.

This report presents evidence from primary and secondary schools in Shanghai, illustrating how schools use reports generated by an AI-based classroom analysis system to support instructional improvement across two levels and four types.

As AI systems move from experimentation to real-world deployment, trust is emerging as a central challenge for adoption and governance. A new white paper from the Schwartz Reisman Institute for Technology and Society proposes a multidisciplinary framework for understanding trust in human–AI interactions. Drawing on expertise from computer science, psychology, sociology, law, public policy, philosophy, and engineering, the report identifies six principles for building AI systems that are not merely trusted, but trustworthy.

A new study from the University of Zurich shows that adolescents and young adults describe positive, everyday experiences as shaping their lives most significantly, while psychological stress can change how they view major life events.

The study reconceptualizes classroom assessment as a driver of teacher reflection and professional growth, introducing a structured reflection method that makes teachers' thinking visible and open to change.

A new study published in ECNU Review of Education provides compelling evidence that targeted teacher training in social–emotional learing (SEL) can significantly improve classroom quality and support young children's social–emotional development in Pakistan.