'Living at work': COVID-19, remote-working and the spatio-relational reorganisation of professional services in UK universities.

The COVID-19 pandemic has been the source of large-scale disruption to the work practices of university staff, across the UK and globally. This article reports the experiences of  = 4731 professional services staff (PSS) working in UK universities and their experiences of pandemic-related work disruption. It specifically focuses on a transition to remote-working as a consequence of social restrictions and campus closures, presenting both quantitative and qualitative findings that speak to the various spatio-relational impacts of PSS working at distance from university campuses.

The assignment and distribution of the dyslexia label: Using the UK Millennium Cohort Study to investigate the socio-demographic predictors of the dyslexia label in England and Wales.

The prevalence of dyslexia identification has increased significantly over the last two decades. Yet there is debate over whether there are distinct biological and cognitive differences between those with literacy difficulties and the subgroup of people identified as dyslexic. This is the first paper that provides evidence for this ongoing debate by investigating the socio-demographic factors, outside biology and cognition, that predict whether a child is identified as dyslexic in the UK.

The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching.

Background: There is current academic debate over the reliability of the dyslexia label. However, this argument does not consider the impact of the dyslexia label on an individual's academic outlook and aspirations.

Aims: Using data from the Millennium Cohort Study, this paper aims to objectively explore the impact of the dyslexia label on academic outlook and aspirations.

COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration.

COVID-19 has caused the closure of university campuses around the world and migration of all learning, teaching, and assessment into online domains. The impacts of this on the academic community as frontline providers of higher education are profound. In this article, we report the findings from a survey of  = 1148 academics working in universities in the United Kingdom (UK) and representing all the major disciplines and career hierarchy.

What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences.

Given that an estimated 5-10% of the worldwide population is said to have dyslexia, it is of great importance that teachers have an accurate understanding of what dyslexia is and how it effects their students. Using results from a large-scale survey of teachers in England and in Wales (N ≈ 2,600), this paper demonstrates that teachers held a basic understanding of dyslexia, based on the behavioural issues that it is associated with. Teachers lacked the knowledge of the biological (i.