Another reminder that child abusers like to hold positions of trust that give them access to, and authority over, children. A professional title is not a safeguard. Children’s safety must always come before an adult’s status or reputation. “A former schoolteacher and magician from Bexley who sexually abused a nine-year-old girl has been jailed for more than two years.” newsshopper.co.uk/news/26639…

Perhaps she should look beyond a selective handful of studies before dismissing sensory supports used by disabled children. A 2026 systematic review published in the American Journal of Occupational Therapy found strong evidence that Ayres Sensory Integration interventions improve individualized goals and occupational performance. A 2025 systematic review of 21 studies also identified evidence supporting several sensory-based interventions. And a 2022 study found that fidget spinners improved observed on-task behavior in children with ADHD. These interventions are not interchangeable, nor do they work for every child. That is precisely why individual assessment matters. Evidence that a particular tool does not improve academic performance across a group is not proof that it cannot benefit an individual disabled child. Sensory regulation, participation, comfort and autonomy matter. Disabled children's accommodations should not be dismissed through sweeping generalizations masquerading as evidence-informed practice.

A large-scale quantitative empirical study of restorative justice in schools directly challenges the claim that restorative justice is supported only by small-scale, weak, or unscalable evidence. aeaweb.org/articles?id=10.12… Adukia, Feigenberg, and Momeni’s 2025 study, “From Retributive to Restorative: An Alternative Approach to Justice in Schools,” was published in the American Economic Review, a peer-reviewed journal of the American Economic Association. The AER was established in 1911 and is described by the AEA as one of the oldest and most respected scholarly journals in economics. It is also widely recognised as one of the traditional “top five” economics journals. This is not a political think tank analysis, a partisan policy briefing, or a qualitative review. It is original empirical research by Anjali Adukia of the University of Chicago, Benjamin Feigenberg of the University of Illinois at Chicago, and Fatemeh Momeni of the University of Chicago Education Lab. The study examined Chicago Public Schools’ rollout of restorative practices, with the main high-school analysis covering 239 high schools serving more than 100,000 students annually, including 73 high schools that introduced restorative practices, and additional elementary-school analysis involving 548 elementary schools, of which 214 introduced restorative practices. The study found reductions in suspensions and arrests, including out-of-school arrests, without meaningful average academic harm. Its findings do not prove that every restorative model works everywhere, but they directly undermine broad claims that there is no serious large-scale evidence for restorative practices in schools.