The importance of research

at The Bridge

Children learn to love learning through being with adults who also love to learn, and are themselves in a context that encourages their learning. Constant reflection and enquiry drives our practice and ensures that we continue to deliver meaningful and measurable outstanding support to the children and families who make up our learning community.

Engaging with and contributing to research allows us to share a huge amount of expertise so that knowledge is not isolated but integrated across the wider community.

Research is particularly important in specialist settings, where understanding, empathy and creativity are cornerstones of good pedagogy. Research restores power in the sense of giving a voice to our unique community. At The Bridge we look to inform wider policy and practice through research ensuring that our community is not simply a passive recipient but an active provider of information to help shape future practice and ensure that everyone is enabled to engage in their love of learning to the fullest.

Ongoing Projects

These are a selection of the projects that are currently 'live' at The Bridge. We update each project as it progresses adding more detailed rationales, methods, results, culminating in the final report.

Buddy Programme

The Buddy System Project has involved the development of an intervention that seeks to improve the mainstream secondary school experience for autistic pupils.

Peer Awareness Primary

Pupils with autism in mainstream schools are at a greater risk of bullying than their neuro‚Äźtypical peers. One key area identified as contributing to this is a lack of knowledge and understanding about autism in children and young people.

Completed Projects

Parent Support

This project aims to further develop the support that The Bridge provides to parents as well as gain a better understanding of the types of support that parents of pupils with autism and/or profound and multiple learning difficulties (PMLD) find beneficial

Sensory Snack Time

Feeding or eating difficulties are frequently identified as problematic for autistic children. Across the existing literature three categories of feeding problems in children with autism are highlighted: food selectivity, food refusal and disruptive mealtime behaviours