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<title>Publications & Research — TELLING</title>
<meta name="description" content="Open-access research papers, policy briefs, working papers and datasets from TELLING — transforming education, literature, landscapes and identity for the next generation."/>
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<span class="nav-wordmark">TEL<em>L</em>ING</span>
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<!-- Page Header -->
<header class="page-header">
<div class="page-eyebrow">Open-Access Scholarship</div>
<h1 class="page-h1">Publications &<br/><em>Research Library</em></h1>
<p class="page-desc">All TELLING research is published open-access. We believe evidence that changes lives should be freely available to everyone — educators, policymakers, communities and young people themselves.</p>
<span class="oa-badge"><span class="oa-dot"></span> All research freely available — Open Access</span>
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<div class="sidebar-title">By Domain</div>
<div class="sidebar-link active" onclick="filterDomain('all',this)">All Domains <span class="sidebar-count">14</span></div>
<div class="sidebar-link" onclick="filterDomain('education',this)">📚 Education <span class="sidebar-count">6</span></div>
<div class="sidebar-link" onclick="filterDomain('health',this)">🌿 Community Health <span class="sidebar-count">3</span></div>
<div class="sidebar-link" onclick="filterDomain('identity',this)">🌍 Identity <span class="sidebar-count">3</span></div>
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<div class="sidebar-title">By Year</div>
<div class="sidebar-link">2025 <span class="sidebar-count">10</span></div>
<div class="sidebar-link">2024 <span class="sidebar-count">4</span></div>
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<div class="ss-title">Research at a Glance</div>
<div class="ss-item"><span class="ss-label">Total Publications</span><span class="ss-val">14</span></div>
<div class="ss-item"><span class="ss-label">Working Papers</span><span class="ss-val">5</span></div>
<div class="ss-item"><span class="ss-label">Policy Briefs</span><span class="ss-val">8</span></div>
<div class="ss-item"><span class="ss-label">Open Datasets</span><span class="ss-val">3</span></div>
<div class="ss-item" style="border:none"><span class="ss-label">Total Downloads</span><span class="ss-val">1,240</span></div>
</div>
</aside>
<!-- Publications -->
<div>
<div class="year-divider">2025</div>
<div class="pub-list" id="pub-list">
<!-- Publication 1 — featured -->
<article class="pub-card featured reveal" data-type="working-paper" data-domain="education" data-year="2025" data-title="Literacy Learning Gaps Post-Pandemic UK Classrooms">
<div class="pub-card-header">
<span class="pub-type-badge" style="background:rgba(178,34,34,0.10);color:#B22222;">Working Paper · No. 1</span>
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<span class="oa-pill">🔓 Open Access</span>
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<h2 class="pub-title">Literacy & Learning Gaps in Post-Pandemic UK Classrooms: A Mixed-Methods Analysis of Barriers and Interventions at Key Stages 2–4</h2>
<p class="pub-authors">Kumar, P., Osei, A., Hussain, R., & Thompson, J.</p>
<p class="pub-journal"><strong>TELLING Research Series</strong> · Working Paper No. 1 · March 2025</p>
<p class="pub-abstract" id="abs-1">This longitudinal study examines the widening literacy gap across Key Stage 2–4 students in Northern England following school closures during the COVID-19 pandemic (2020–2021). Drawing on teacher surveys (n=312), standardised pupil reading assessments (n=1,847) and semi-structured interviews with educators, parents and pupils, we identify structural, pedagogical and socioeconomic barriers to literacy recovery. Three evidence-based classroom interventions — structured oral storytelling, small-group phonics reinforcement, and family literacy partnership — are tested and evaluated for efficacy, scalability and cultural sensitivity. Findings suggest that targeted, culturally responsive approaches produce significantly better outcomes than one-size-fits-all recovery programmes.</p>
<button class="expand-btn" onclick="toggleAbstract('abs-1',this)">Read full abstract ↓</button>
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</div>
<div class="cite-text" id="cite-1-text">Kumar, P., Osei, A., Hussain, R., & Thompson, J. (2025). <em>Literacy & learning gaps in post-pandemic UK classrooms: A mixed-methods analysis of barriers and interventions at key stages 2–4.</em> TELLING Working Paper No. 1. https://telling.org.uk/publications/wp-001</div>
<div class="cite-copy-row"><button class="cite-fmt-btn" onclick="copyCite('cite-1-text')">📋 Copy</button></div>
</div>
<div class="pub-tags">
<span class="pub-tag">Literacy</span>
<span class="pub-tag">COVID-19 Recovery</span>
<span class="pub-tag">Pedagogy</span>
<span class="pub-tag">Northern England</span>
<span class="pub-tag">Mixed Methods</span>
</div>
<div class="pub-metrics">
<span class="pm-item">📥 <span class="pm-val">342</span> downloads</span>
<span class="pm-item">🔗 <span class="pm-val">12</span> citations</span>
<span class="pm-item">👁 <span class="pm-val">1,204</span> views</span>
<span class="pm-item">📅 Published March 2025</span>
</div>
</article>
<!-- Publication 2 -->
<article class="pub-card reveal" data-type="policy-brief" data-domain="education" data-year="2025" data-title="Towards Equitable Early Literacy Recommendations Local Authorities">
<div class="pub-card-header">
<span class="pub-type-badge" style="background:rgba(210,105,30,0.10);color:#D2691E;">Policy Brief · No. 1</span>
<div style="display:flex;align-items:center;gap:0.5rem;">
<span class="oa-pill">🔓 Open Access</span>
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<button class="pub-action-btn btn-download" onclick="handleDownload(this)">⬇ Download PDF</button>
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</div>
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</div>
<h2 class="pub-title">Towards Equitable Early Literacy: Evidence-Based Recommendations for Local Authorities and Schools in England</h2>
<p class="pub-authors">TELLING Policy Unit (Kumar, P., lead)</p>
<p class="pub-journal"><strong>TELLING Policy Brief Series</strong> · No. 1 · January 2025</p>
<p class="pub-abstract" id="abs-2">This policy brief synthesises findings from TELLING Working Paper No. 1 into actionable recommendations for local authorities, multi-academy trusts and the Department for Education. It identifies five priority areas for investment and structural reform, with particular attention to underserved communities, pupils with English as an Additional Language (EAL) and those eligible for Pupil Premium funding. The brief has been submitted to four local authorities in the North West and North East of England and to the DfE literacy team.</p>
<button class="expand-btn" onclick="toggleAbstract('abs-2',this)">Read full abstract ↓</button>
<div class="cite-block" id="cite-2">
<div class="cite-text" id="cite-2-text">TELLING Policy Unit. (2025). <em>Towards equitable early literacy: Evidence-based recommendations for local authorities and schools in England.</em> TELLING Policy Brief No. 1. https://telling.org.uk/publications/pb-001</div>
<div class="cite-copy-row"><button class="cite-fmt-btn" onclick="copyCite('cite-2-text')">📋 Copy</button></div>
</div>
<div class="pub-tags">
<span class="pub-tag">Policy</span><span class="pub-tag">Early Literacy</span>
<span class="pub-tag">Local Authorities</span><span class="pub-tag">EAL</span><span class="pub-tag">Pupil Premium</span>
</div>
<div class="pub-metrics">
<span class="pm-item">📥 <span class="pm-val">218</span> downloads</span>
<span class="pm-item">🔗 <span class="pm-val">5</span> citations</span>
<span class="pm-item">📅 January 2025</span>
</div>
</article>
<!-- Publication 3 -->
<article class="pub-card reveal" data-type="report" data-domain="identity" data-year="2025" data-title="Heritage Belonging British Curriculum Diaspora Perspectives">
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<h2 class="pub-title">Heritage, Belonging & the British Curriculum: Qualitative Perspectives from Second-Generation Diaspora Young People in England and Wales</h2>
<p class="pub-authors">Adeyemi, F., & Kumar, P.</p>
<p class="pub-journal"><strong>TELLING Research Reports</strong> · No. 2 · February 2025</p>
<p class="pub-abstract" id="abs-3">An exploratory qualitative study investigating how second-generation diaspora young people (South Asian and West African heritage, aged 14–22) navigate cultural identity within the British education system. Drawing on 48 semi-structured interviews conducted across England and Wales, the study applies a postcolonial theoretical framework to explore tensions between official curriculum narratives and lived cultural experience. Findings reveal significant gaps in representation and suggest that culturally inclusive pedagogy improves both wellbeing and academic engagement.</p>
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<div class="cite-text" id="cite-3-text">Adeyemi, F., & Kumar, P. (2025). <em>Heritage, belonging & the British curriculum: Qualitative perspectives from second-generation diaspora young people in England and Wales.</em> TELLING Research Reports No. 2. https://telling.org.uk/publications/rr-002</div>
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<span class="pub-tag">Diaspora</span><span class="pub-tag">Cultural Identity</span>
<span class="pub-tag">Qualitative</span><span class="pub-tag">Postcolonial</span><span class="pub-tag">Curriculum</span>
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<span class="pm-item">📥 <span class="pm-val">187</span> downloads</span>
<span class="pm-item">🔗 <span class="pm-val">8</span> citations</span>
<span class="pm-item">📅 February 2025</span>
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<article class="pub-card reveal" data-type="report" data-domain="health" data-year="2025" data-title="Green Space Access Youth Mental Wellbeing Urban UK">
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<h2 class="pub-title">Green Space Access & Youth Mental Wellbeing in Urban UK: Phase 1 Findings (Interim Report)</h2>
<p class="pub-authors">Patel, N., & Clarke, M.</p>
<p class="pub-journal"><strong>TELLING Community Health Series</strong> · No. 1 · March 2025 · <em>Full report due Q4 2025</em></p>
<p class="pub-abstract" id="abs-4">Phase 1 interim findings from a multi-site community health study examining associations between proximity to green and blue space and self-reported wellbeing outcomes in young people aged 12–18 across six urban local authorities in England. Baseline data collection involved 320 participants; statistical analysis reveals significant positive associations between weekly nature access and lower scores on the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) for anxiety and low mood.</p>
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<div class="cite-text" id="cite-4-text">Patel, N., & Clarke, M. (2025). <em>Green space access & youth mental wellbeing in urban UK: Phase 1 findings (Interim Report).</em> TELLING Community Health Series No. 1. https://telling.org.uk/publications/chs-001</div>
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<span class="pub-tag">Mental Health</span><span class="pub-tag">Green Space</span>
<span class="pub-tag">WEMWBS</span><span class="pub-tag">Urban Health</span><span class="pub-tag">Quantitative</span>
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<span class="pm-item">📥 <span class="pm-val">143</span> downloads</span>
<span class="pm-item">🔗 <span class="pm-val">4</span> citations</span>
<span class="pm-item">📅 March 2025</span>
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