The aim of this scoping review is to investigate the association between bilingualism in the family and child subjective well-being, by reviewing the literature to identify key themes to date and remaining questions for future research. Scopus, Web of Knowledge, ERIC, Psych Articles and PsychInfo were searched systematically between September and October 2018, and after title, abstract and full-text screening, 17 of the initial 1433 articles were included in this review. Each study was coded for the discipline from which it emerged, the language combination studied, the measures of well-being and language proficiency it used, the geographical location of the study and the number of participants. Data on the link between bilingualism and well-being was extracted from each study. Two main themes were identified: ‘The effect of language proficiency on family relationships’ and ‘The acculturation of parents and children as mediated by language’. Across studies, there was significant heterogeneity in definition of concepts and a diverse range of measures employed. In addition, the studies identified suggest a positive link between minority language maintenance and child well-being, and a positive influence of bilingualism, rather than knowledge of only the home or the majority language. However, the directionality of these relationships will need to be investigated in future research. This is the first scoping review conducted systematically to explore the link between bilingualism in the family and child well-being internationally. It builds on previous work such as a narrative review which examined this association in the European context.

Globally, there are ongoing problems with teacher retention, leading to a loss of experience and expertise. In policy and research, the emphasis is often on the professional development and retention of early career teachers, whereas teachers in later stages of their career are relatively under-represented. This article addresses this imbalance, reporting on a mixed methods scoping study that explores definitions of mid-career teachers in England and their retention and development, via a literature review, primary data collection and secondary analysis of data from the OECD’s TALIS 2018 survey. We found that there is no agreed definition of mid-career teacher, relating to time in teaching, role and wider life circumstances and self-definition. Whatever definition is used, mid-career teachers are a heterogenous group, with varying needs, career plans and commitment to the profession. Whilst typically confident in their practice, their learning needs vary and are often experienced as unmet, especially for those looking for progression routes outside leadership and those with family commitments. This indicates that their potential for career development to benefit the profession may not be reached. The article concludes with suggestions for further study, policy and practice to improve understanding of this under-researched group.

In English schools, the policy environment has recently moved considerably in favour of teachers taking planning, preparation and assessment (PPA) time away from the school site as one approach to flexible working in support of teacher retention. Adopting an ecological agency approach to agency, we argue that offsite PPA offers a lens for examining the structural conditions of teacher agency. This may support a more nuanced understanding of teacher decision‐making and teacher actions, in particular, how professional relationships influence primary teachers' use of PPA time. It draws on a reflexive thematic analysis of an online survey of school leaders ( n = 314) and semi‐structured interviews and focus groups with senior leaders ( n = 12) and teachers ( n = 21). Findings indicate that levels of professional trust, the formalisation of collaborative relationships and managerial relationships varied considerably between schools, impacting the opportunity for teachers to take their PPA time offsite. These findings offer practical insights into the complexities of offering offsite PPA in primary schools at a time of heightened political interest in flexible working. The paper outlines the implications of these findings for teacher professionalism and policymakers, arguing that offsite PPA may function as a strong indicator of leaders' professional trust in teachers. However, a lack of clarity over acceptable uses of PPA time might present a significant barrier to the use of offsite PPA in some schools, suggesting that it might not currently be a viable flexible working strategy in all settings.