The worsening consequences of the climate crisis could fatally “derail” climate action, researchers have warned.

Convenience features built into contactless payment systems are quietly undermining their security, as a study led by the University of Surrey, in collaboration with the University of Birmingham, exposes hidden weaknesses that allowed researchers to perform unauthorised high-value transactions with some of the most modern contactless payment devices.  

A comprehensive study of electronic health records for 57 million people living in England has revealed the evolving burden of cardiovascular diseases before, during and after the COVID-19 pandemic.

The study was led by scientists at the Universities of Edinburgh, UCL, and Cambridge with technical and data support from the BHF Data Science Centre at Health Data Research UK. The insights gained into the patterns of multiple heart diseases reveal important health inequalities during and after the COVID-19 pandemic that can be targeted to improve cardiovascular health.

‘Addressing the SEND crisis update: Implementing what works in a worsening crisis’, produced by  the N8 Research Partnership and Health Equity North in partnership with Baroness Longfield’s Centre for Young Lives, provides an updated and shocking picture from the last 12 months.

A new review of the scholarly research to date, led by health behavior experts with the Texas A&M University School of Public Health, sheds light on these trends — the good, the bad and whether they are connected — and offers next steps for policy and the design of online environments.

In a new study, published in Peabody Journal of Education, researchers examined outcomes for English learners (ELs) grouped together in core academic courses in high schools and found that concentrating ELs was linked to lower rates of graduation and college enrollment.  The findings build upon a growing body of research challenging grouping ELs together, including a study in the October 2025 issue of American Education Research Journal in which researchers tested the effects of teaching elementary school ELs in homogenous versus heterogenous groups and found no significant differences in academic outcomes for most students.