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Key takeaways for school practitioners:

• Sensory processing differences influence how students take in sensory information. Some may be more sensitive to sensory stimulation, like bright lights or loud noises; others may be less sensitive, which may cause them to seek sensory stimulation.¹
• Sensory processing differences can be experienced alone or in combination with ASD, ADHD, OCD and/or other conditions.¹
• Sensory differences may affect as many as 13%–16% of neurotypical children, and 88% of those with neurodevelopmental disorders.²
• Sensory processing issues can affect social and school participation, but they are not classified as a learning disorder or considered an official medical diagnosis. However, working with an occupational therapist can help children manage symptoms.¹

Key takeaways for school practitioners:

• ​​​Up to 1 in 5 children is affected by dyslexia, making it the most common of all learning disorders.¹

• Dyslexia is primarily neurobiological, meaning it stems from differences in the structure and function of the brain, particularly in regions involved in reading and language processing.²

• The most common signs of dyslexia include difficulty in sounding out letters, recognizing words, and struggles with reading fluency.¹ 

• Children do not grow out of dyslexia, so early intervention is key to helping them thrive.¹

Alzheimer’s disease has long been studied as a distinct condition with its own symptoms, progression, and treatment strategies. But researchers are increasingly looking beyond the diagnosis and asking bigger questions about the biology that drives neurodegeneration.

That broader perspective is the focus of the first episode in the Pearson podcast series, “The Progress Profile: Alzheimer’s Research in Focus.”

In this episode, Lon Schneider, M.D., director of the California Alzheimer’s Disease Center at the University of Southern California; and Stephen Salloway, M.D., founding director of the Memory and Aging Program at Butler Hospital in Providence, Rhode Island, join moderator John Harrison, Ph.D., associate professor of VU University Medical Center, to discuss the remarkable progress in Alzheimer’s research, the challenges that remain, and how advances in biomarkers, measurement, and early detection are changing the way scientists think about brain health.

Throughout the conversation, one message became clear: Understanding disease biology is just as important as understanding symptoms. Advances in Alzheimer’s research are creating new ways to identify pathology earlier, measure change with more accuracy, and develop interventions increasingly tailored to individual patients.

Rather than focusing only on where a patient is today, the conversation looked at where research is headed and how deeper biological understanding could transform the field.

Flying has long been widely recognized as one of the safest modes of transportation, which is a testament to the aviation sector’s commitment to safety. Every time a passenger, cargo, or military aircraft safely touches down, it is due to the skill, training, technical expertise, and sharp decision-making capabilities of its pilot and crew. That’s why these factors are all carefully considered when evaluating candidates for aviation roles.

Airlines, regulators, and other key aviation stakeholders are increasingly recognizing the importance that psychological readiness plays in maintaining safe flight operations. Psychological screenings have emerged as important tools for identifying pilots and other aviation workers who can perform consistently and make clear-headed decisions under pressure. These assessments also play an essential role in building aviation teams who feel prepared, supported, and equipped to perform at their best in any given moment in the air.

As caseloads grow well beyond recommended ratios, K-12 clinical educators can feel overwhelmed by administrative duties. And the traditional reprieves, like hiring more instructors or reducing responsibilities outside core focus areas, aren’t forthcoming. 

The result: clinical educators’ burnout worsens, and schools can’t adequately serve each student who needs support.

“Technology” is often put forward as a solution to these competing needs. Yet often the very tools that promise to save clinical educators time end up creating more work: new processes to master, time lost to task switching between apps, and challenges collaborating across disconnected systems. 

However, the arrival of artificial intelligence (AI) embedded in the platforms and systems K-12 educators already use offers an opportunity to reimagine how technology can help clinicians, specifically by reclaiming time from routine tasks.

Six in 10 classroom educators reported using AI-driven tools in 2025, according to Education Week data. That’s double the share who said so in 2023. Specialists are using the technology, too. For example, nearly 7 in 10 school psychologists in a recent study reported using AI in the prior 6 months, most often for tasks such as data analysis, reporting, and communication. Other specialists, such as speech-language pathologists, are also optimistic that AI can improve assessment and diagnosis. 

“There’s a new opportunity for clinical educators, in particular, to explore embedded AI at the assessment level — specifically, how it can help turn results into action through better analysis, reporting, and recommendation generation,” said Richard Johnson, Lead, Product Management - Q Platforms at Pearson Clinical Assessment.

In this article, we explore how integrating contextual, workflow-native AI to understand, communicate, and act on assessment results can ease clinical educators’ administrative burden and free them up to ensure students get the diagnoses and supports they need. 

Key takeaways for school practitioners:

• ADHD is one of the most common neurodevelopmental disorders of childhood.¹  
• Since 2000, the percentage of American students diagnosed with attention deficit hyperactivity disorder (ADHD) has jumped from 6.9% to 11.4% — a 65% increase.^2,3  
• ADHD manifests itself in three key ways, including inattention, hyperactivity and impulsivity. 
• Students with ADHD can also bring numerous strengths, including creative and innovative thinking, as well as high energy and enthusiasm. 
• Effective school-based supports for students with ADHD typically fall into three main categories: behavioral classroom management, organizational skills training, and environmental and instructional supports. 

Key takeaways for school practitioners 

• 1 in 31 U.S. students has been identified with autism spectrum disorder (ASD), nearly quadrupling since 2000.¹
• ASD is the fastest-growing disability category under IDEA, accounting for 40% of the total increase in students with disabilities in 2024.²
• No two autistic students present the same way, which is why understanding the spectrum is essential for every educator and practitioner.
• Simple, low-cost classroom modifications can make a significant difference for autistic students, while benefiting all learners.
• Autistic students often bring remarkable strengths, including strong memory, intense focus and creative thinking.
  

Picture a student who aces class discussions but rarely turns in homework on time, or one who understands the material but freezes or acts out when the routine changes. Instead of jumping to conclusions about a student’s ability or motivation level, it’s good to take a step back to see what might be happening behind the scenes, such as an underdevelopment of executive function skills. Executive function skills are the brain’s self-management tools — like planning, organization, time management, and self-control — that help students stay on task and reach goals. When a student needs to deliver academically, executive functions get them started, keep them on track, and help them cross the finish line. By contrast, when students struggle with executive functions, the impact on academics and overall school success can be widespread.