Created on: 27 Mar 2017 | Last modified: 03 Mar 2026
The EIS Action Research Grants scheme is a funding stream designed to support practitioner action research amongst EIS members.
The purpose of the grants is to facilitate both learning and action, and in doing so, offer teaching professionals the opportunity for personal and professional development.
We are now accepting applications to the 2026-28 Action Research Grants Scheme.
Please download, complete, and submit this application form no later than 12:00pm on Friday 24 April 2026 for your application to be considered.
Click here to see guidance for 2026 ARG Applications.
Please contact Zoe McKeown at zmckeown@eis.org.uk if you have any questions about ARG applications.
Below you can find reports written by EIS Action Researchers on a wide variety of topics, as well as further professional learning opportunities related to action research.
This is a write up of an Action Research Grant project undertaken by Suzy Aldous, during the 2022-23 period, on decolonising the Secondary English curriculum.
09 July 2024Susan Whyte, a participant from the 2021-22 iteration of the Action Research Grants scheme, has shared her thoughts on the process. Susan would encourage any EIS member who is interested in Action Research to engage with the scheme.
05 July 2024An EIS Action Research Grants project report by Kirsteen Wight on feedback approaches in FE to develop creative thinking.
27 April 2023An EIS Action Research Grants project report by Lois Gray exploring the uses of situated learning and pro-social approaches to improve gender equality in engineering education.
07 November 2023An EIS Action Research Grants project report by Rebecca McMaster and Katie Bell on Promoting children’s resilience
13 January 2022An EIS Action Research Grants project report by Louise Shambrook and Don Mackeen on Educational experiences of students with ASD during COVID 19
13 January 2022An EIS Action Research Grants project report by Paula Douglas, Rachel Frew and Nicola Blain on the impact of child-centred pedagogy (learning through play) on health and wellbeing in the post COVID-19 lockdown context
13 January 2022An EIS Action Research Grants project report by Linsey Grant on whether the the input of teacher focused sessions with pre-school children has an impact on their progression in relation to literacy, numeracy and developmental milestones
13 January 2022An EIS Action Research Grants project report by Julie Bell on The Effects of Play & Outdoor Learning on Social Skills, Mental Health & Literacy Attainment in a P2 Class during a Pandemic
13 January 2022An EIS Action Research Grants project report on the impact of Covid-19 on the reading behaviours and experiences of adolescents
13 January 2022An Action Research Grants project report by Graeme Keir on Participatory Budgeting in a Scottish Secondary School
13 January 2022An EIS Action Research Grants report by Emma Harvey on using personalised webinars to support communication interventions for learners during a period of remote learning
13 January 2022An EIS Action Research Grants report by Beverley Lamont on adult-led and child-initiated learning in the Primary One classroom
13 January 2022An EIS Action Research Grants report by Michelle Simpson on mainstreming support for learners with self-regulation difficulties.
30 November 2020An EIS Action Research Grants report by Hollie Calderhead on enhancing parental engagement in primary education.
27 November 2020An EIS Action Research Grants report by Fraser Payne on professional learning for further education lecturers and its impact on the student experience.
27 November 2020An EIS Action Research Grants report by Konstantina Papaspyropoulou on outdoor learning and engaging families.
27 November 2020An EIS Action Research Grants report by Kiara Sim on growth mindset approaches and attainment in ASN contexts.
27 November 2020An EIS Action Research Grants report by Chloe O'Connor on what factors create gender imbalance when pupils pick Science subjects.
27 November 2020An EIS Action Research Grants report by Audrey Brotherston on Reducing Stress and Increasing Levels of Well-Being and Self-Compassion for Secondary School Staff Using Mindfulness Training and Practice.
08 April 2020An EIS Action Research Grants report by Gillian Ferriday on Inclusion of Pupils with Additional Support Needs in Mainstream Secondary Education.
24 March 2020An EIS Action Research Grants report by Emma Hamilton on Implementing strategies to support and develop language in the early years.
24 March 2020An EIS Action Research Grants report by Stewart Miller on the impact and role of middle leadership in attainment.
12 February 2020An EIS Action Research Grants report by Daniel Holland on the other deleterious effects of Toxic Masculinity.
25 March 2020An EIS Action Research Grants report by Qaren Ali on effective strategies to raise the attainment of white boys in SIMD 1,2 and 3.
01 April 2020An EIS Action Research Grants report by Murdo Macdonald on changes to the assessment of National 5 Geography.
01 April 2020An EIS Action Research Grants report by Pam Currie (Glasgow Kelvin College) on FE lecture professionalism and identity.
06 April 2020An EIS Action Research Grants report by Susan McAvoy (Dundee and Angus College) on how mindfulness training impacts the mental well-being and retention of Further Education students.
06 April 2020An EIS Action Research Grants report by Laura Kidger (Glasgow Clyde College) on articulating Nursing students
06 April 2020An EIS Action Research Grants report by Fiona Graham (Linburn Academy, Glasgow) on parental engagement in a Complex Learning Needs (CLN) setting.
06 April 2020An EIS Action Research Grants report by Gillian Wilson (Beckford Primary School, Hamilton) on improving literacy attainment with moving image education.
06 April 2020An EIS Action Research Grants report by Jean Heath (St. Crispin’s School, Edinburgh) on the impact of outdoor education on the lives of pupils with complex needs.
06 April 2020An EIS Action Research Grants report on phonics and teaching primary one children music.
06 April 2020