BOLD partners

The Learning Variability Network Exchange (LEVANTE) seeks to understand how children grow, learn, and develop across different times, places, and contexts so that they can be supported to thrive in the multitude of experiences they will encounter throughout life. It brings together researchers from around the world to create the first cross-cultural, multidisciplinary open dataset aiming to capture the richness and diversity of child development and learning. By including data collection of common measures on these different areas longitudinally and at a global level, LEVANTE will help researchers, educators, and policy-makers understand learning and developmental variability, thus improving future outcomes for diverse groups of children worldwide.

The CERA network aims to improve science communication about people who experience social, economic, and other forms of adversity. Their goal is to adopt a humanizing approach that recognizes and highlights the unique knowledge, strategies, and skills of people who are systematically disadvantaged in our societies.

The Jacobs Center for Productive Youth Development (JCPYD) is a research center at the University of Zurich (UZH) dedicated to advancing scientific knowledge about child and youth development. It is co-funded by UZH and the Jacobs Foundation. As every child deserves the chance to thrive, the JCPYD envisions to advance knowledge about child and youth development as key stages within the human lifespan and applies the latest scientific insights to enhance children’s and youth’s lives and futures. Its research promotes the well-being of children and youth across individual, family, institutional, and societal levels, helping young people meaningfully shape their life paths and become socially engaged and active, contributing members of society.

Mind, Brain, and Education is the official journal of the International Mind, Brain, and Education Society (IMBES), the sole international society focused explicitly on linking neuroscience and education. The journal publishes high-quality articles addressing questions linked to development, learning and education, in typically developing and atypical populations. Such research necessitates the integration of approaches spanning biology, neuroscience, cognitive and social-emotional sciences, and education. The journal aims to stimulate collaboration across disciplines and between researchers and practitioners. Mind, Brain, and Education has recently introduced a new article format, Practitioner’s Perspectives, offering a new forum for practitioners’ voices on how to optimise the use of research findings in practice and policy. Wiley and the International Mind, Brain, and Education Society co-own the journal Mind, Brain and Education.

npj Science of Learning is a fully open-access journal that aims to provide a forum for research at the intersection of neuroscience, psychology, and education theory. It publishes high-quality research on all aspects of learning and memory – from the genetic, cellular and molecular basis, to understanding how children and adults learn through experience and formal education practice. npj Science of Learning is pleased to host a Collection uniting the social and behavioural sciences to address achievement inequality.

We believe in quality education for everyone, everywhere and by highlighting the issue and working with experts in the field, we can start to find ways we can all be part of the solution. If you’re an author, researcher, or someone who cares as much as we do about education and lifelong learning, we would love to work with you and help your research to contribute to our Quality Education for All goal.

Founded in 1848, the American Association for the Advancement of Science is an international, nonprofit organization dedicated to advancing science, engineering and innovation for the benefit of all people. With more than 120,000 individual members in more than 91 countries, AAAS is the world’s largest multidisciplinary scientific society and a leading publisher of cutting-edge research through the Science family of journals. As one of the top voices for science worldwide, AAAS spearheads initiatives in policy, international cooperation and diplomacy, STEM education, public engagement, and more. AAAS strives to promote and defend the integrity of science and its use, provide a voice for science on societal issues, and strengthen and diversify the science and technology workforce. More information is available at www.aaas.org.

The Cognitive Development Society provides a unified voice for the wide range of scholars, practitioners, and others who are interested in change and continuity in the intellectual processes that support mental life.

The mission of the Center for the Developing Adolescent is to improve the education, health, and well-being of adolescents through developmental science. For their blog, the Center for the Developing Adolescent is in the process of creating an online hub for parents, educators, and other youth-serving professionals with science-based resources related to adolescent development and COVID-19.

The Canadian Institute for Advanced Research creates knowledge that is transforming our world. Established in 1982, the Institute brings together interdisciplinary groups of extraordinary researchers from around the globe to address questions and challenges of importance to the world. Our networks help support the growth of research leaders and are catalysts for change in business, government and society.

The mission of the Cognitive Science Society is to promote Cognitive Science as a discipline, and to foster scientific interchange among researchers in various areas of study, including Artificial Intelligence, Linguistics, Anthropology, Psychology, Neuroscience, Philosophy, and Education.

The Dart Center for Journalism and Trauma, a project of the Columbia University Graduate School of Journalism, is dedicated to informed, innovative and ethical news reporting on violence, conflict and tragedy. The Dart Center nurtures and sustains interdisciplinary collaboration and communication among news professionals, clinicians, academic researchers and others concerned with the public understanding of trauma and resilience.

The German Institute for International Educational Research supports educational research, educational practice, educational policy and educational administration on the basis of scientific infrastructure services as well as research and educational system evaluations. As a member of the Leibniz Association, DIPF aligns fundamental research with innovative developmental work and its implementation to the benefit of society.

The European Association for Research on Learning and Instruction is an international networking organisation for junior and senior researchers in education. Representing over 2000 members in more than 60 countries, EARLI is the biggest educational association in Europe. EARLI offers a wide range of activities to support its members in their academic endeavours. Through the Biennial EARLI Conference, Special Interest Groups and research groups, EARLI aims to encourage researchers to meet and discuss in an international context.

The Flux Society’s purpose is to advance the understanding of human brain development by serving as a forum for professional and student scientists, physicians, and educators to: exchange information and educate the next generation of developmental cognitive neuroscience researchers; make widely available scientific research findings on brain development; encourage translational research to clinical populations; promote public information by discussing implications on the fields of education, health, juvenile law, parenting, and mental health, and encourage further progress in the field of developmental cognitive neuroscience.

Fritz+Fränzi is Switzerland’s most widely read parenting magazine. Introduced in 2001, it is published by the Elternsein Foundation in Zurich and is intended for parents of school-aged children as well as for teachers. Its purpose is to provide advice and guidance on issues relating to parenting and education. The magazine, which has a circulation of more than 102,000, comes out 10 times a year. In addition, it publishes articles for parents online on a daily basis.

The International Mind, Brain and Education Society aims to facilitate cross-cultural collaboration in biology, education and the cognitive and developmental sciences. IMBES is dedicated to improving the state of knowledge in and dialogue between these areas; developing resources for scientists, practitioners, public policy makers, and the public; and creating and identifying promising research directions and educational practices.

The LEAD Graduate School & Research Network is an international and interdisciplinary research network with an integrated training program for PhD candidates and postdocs located at the University of Tübingen. With their research on topics such as learning, educational achievement, and life course development, LEAD aims to understand and improve educational processes and contribute to the evidence-based approach in educational policy.

The npj Science of Learning Community is a Nature Research venture that connects researchers with a global audience interested in understanding learning. It is a dynamic online space discussing all kinds of topics across the mind, brain and education.

The Society for Research in Child Development is a membership association that advances developmental science and promotes its use to improve human lives.

The Child and Family Blog reports on the most important and highest quality research on child and family wellbeing and promotes it through the broadcast and social media. Two leading academic institutions on both sides of the Atlantic are at the core of the Blog: The Future of Children at Princeton University and the Applied Developmental Psychology Research Group at the University of Cambridge.