Post-primary Schools Research Articles

Evaluating the Impact of Training Teachers to Identify Learning Disabilities: A Pre-experimental Study on Knowledge Enhancement.

Introduction Learning disability (LD) affects many school-going children and is seldom recognized or treated. As teachers spend time with students, they can easily recognize LD by observing academic activities and behaviors. In this context, the present study was conducted to assess the knowledge and practices of teachers regarding LD and evaluate the impact of an educational intervention on teachers' knowledge regarding LD and its screening and referral. Methods A pre-experimental study, including pre-post interventional assessments of teachers, was conducted from June 2018 to December 2019. A universal sample of 150 teachers from 10 schools teaching primary (first to fifth grade) and upper primary (sixth to eight grade) grades was included. Their knowledge about LD was assessed using the Dyslexia Assessment for the Languages of India (DALI), and an educational intervention for assessing, screening, and identifying LD was implemented. Data was analyzed using SPSS version 24.0 (IBM Inc., Armonk, New York). Using descriptive statistics (mean, median, and standard deviation). The pre-post test results were compared using the McNemar test. Results Overall knowledge about LD was 24.7% at baseline, and improved to 76% post-intervention (p<0.001). The knowledge for most of the components showed improvement. Teachers with a good level of knowledge increased from 21% to 84%. Post-intervention screening of students increased from 0.53% to 13.37%. The suspicion rate for LD increased from 0.04% to 1.94% post-intervention. Conclusion Knowledge about LD was poor among the school teachers. However, the overall knowledge about LD, its specific domains, screening as well as actual LD screening significantly improved after the intervention (p<0.001). This emphasizes the need of training primary and post-primary school teachers about LD and the services available for children with LD.

School Visual Impairment Survey in Anambra State, South-East Nigeria

Background: Good eye health is needed among school children for optimal learning, social participation, future economic productivity, and for maximizing their ability to attain the fundamental children’s rights. Cumulatively, primary and post-primary schools have direct contact with children for 6 or more hours a day, for up to 13 critical years of development. The study was aimed at determining the visual status of school children in Njikoka local government area (LGA), Anambra State, South-Eastern Nigeria with a view to providing evidence-based support for structured school eye health interventions. Methods: This was a cross-sectional, descriptive study in selected schools using a multi-staged random sampling technique. Ocular examination was performed on 1182 selected school children aged 5–16 years. Data on visual acuity and ocular abnormalities were recorded. Data were subjected to descriptive and comparative statistical analyses. In all comparisons, P &lt; 0.05 was considered statistically significant. Results: Fifty-four pupils (6.3%) in primary and 91 (27.9%) students in post-primary school were visually impaired. The proportion of visual impairment due to uncorrected refractive errors was 51.8% and 58.2% in primary and post-primary schools, respectively. Other ocular conditions identified included allergic conjunctivitis, glaucoma suspect, red eye, and amblyopia. Conclusion: The prevalence of visual impairment among school children in the study area is significant. Uncorrected refractive errors were the most common cause of visual impairment. Creating a sustainable school-based eye health program through stakeholder awareness advocacy, training of teachers and nurses on visual acuity assessment is recommended for early detection and referral of children with poor vision.

Applying the COM-B behaviour model to understand factors which impact 15-16 year old students' ability to protect themselves against acquirement of Human Papilloma virus (HPV) in Northern Ireland, UK.

High-risk strains of Human Papillomavirus (HPV) can lead to the development of a number of cancers including cervical, vulvar, penile, anal and oropharyngeal. HPV vaccination programmes offer the HPV vaccine to males and females 12-13 years old in schools throughout the UK. However, knowledge of HPV remains low in post-primary schools. The aim of this study is to capture 15-16 year old students' perceptions regarding the current provision of HPV education, and whether providing HPV education to 15-16 year olds could influence their intention to be vaccinated and/or future sexual health decisions related to HPV. Between 5th November 2021 and 6th May 2022, seven focus groups were conducted with 34 students in post-primary schools in Northern Ireland, United Kingdom. The data was analysed using the COM-B behaviour model to explore the perceived facilitators and barriers impacting students' ability to protect themselves from acquirement of HPV. Students perceived their knowledge of HPV to be poor and supported the addition of comprehensive mandatory HPV education at 15-16 years old when many of them were becoming sexually active. They identified barriers including lack of parental education, school ethos and religion and insufficient education regarding their legal rights to self-consent to HPV vaccination. Students felt that removal of these barriers would lead to safer sexual practices, increased awareness of the importance of HPV screening and increased HPV vaccination uptake. The recommendations provided by students need to be supported by the Education Authority in conjunction with the Department of Health in order to be successfully implemented into the post-primary school curriculum.

Autistic pupils' experiences in primary and post-primary schools: A scoping review and consultation with autistic pupils in Ireland.

Autistic pupils have the right to be heard in matters concerning their education and to be active agents in shaping their school experiences. Despite this, educational policies and research have rarely included the voices of autistic children, failing to identify what they consider to be beneficial and meaningful in their own education. This study aimed to (i) summarise existing literature exploring autistic pupils' experiences at school from their own perspectives and (ii) identify gaps for future research through a consultation with autistic pupils. A scoping review was conducted to identify studies exploring first-person accounts of autistic pupils' school experiences (primary and secondary; aged 4-18 years) published between 2005 and 2023. Thematic analysis was conducted to identify overarching thematic categories across the included studies. Review findings were discussed through a consultation with a Child and Youth Advisory Group (CYAG) comprised of autistic pupils in Ireland (N = 3), to seek feedback and inform a future research agenda. Thirty-six studies were included in the review and six themes were identified: Experiences of feeling misunderstood, of bullying and masking, of feeling excluded, of anxiety, of sensory needs in school, and of being overwhelmed during transitions. Consultation with the CYAG highlighted that these six themes were consistent with autistic pupils' experiences but that reports of positive experiences were missing in the literature. This study identified several gaps in the literature on the school experiences of autistic pupils, based on both the scoping review and consultation with the CYAG. While the CYAG validated the themes identified in existing literature, there is a need for greater diversity in the samples included and increased focus on the potential positive aspects of the school experience. Implications. These findings have important research implications. In particular, further studies are needed with autistic pupils at primary school level, including those who are minimally or non-speaking, as well as ensuring pupils with positive school experiences are also represented. Findings also highlight the need for continued collaboration with autistic pupils themselves in matters concerning their education.

FLOODING AND SCHOOL ACTIVITIES: A STUDY OF YENAGOA LOCAL GOVERNMENT AREA

The study investigated flooding and school activities in Yenagoa local government areas. A correlational design was adopted for the study. A sample of 100 administrative staff was drawn from the population of the Bayelsa state post primary school board. Using a simple random sampling technique. A 15-title, flooding, and school activities questionnaire (FSAQ) was developed on a 4-point scale by the researcher and was used for data collection. The reliability of the instrument was determined using the person product moment correlation coefficient. This yielded a reliability coefficient of 0.78 for the instrument. Data collected were analyzed using means. The findings of the study show that flooding influences school activities. Based on the findings, the study recommended that the government should raise the foundations of school buildings above the flooding level. School heads should endeavor to suspend books and teaching aids above the reach of the flood. Finally, it was recommended that the state ministry of education should alter the resumption date for schools in the state so that schools will be on break while the flood lasts.

Integracja edukacyjna w ocenie młodzieży szkół ponadpodstawowych

The aim of this article is to present the problem of integration of students with special educational needs from the perspective of students from integrated post-primary schools. A total of 183 students in integrated classes were surveyed. Among the respondents were 60 pupils with a statement on the need for special education. The results of the research revealed a complex picture of the situation in these classes. The majority of pupils with special needs declare that they feel comfortable in these classes. At the same time, only half of their healthy peers believe that the presence of their peers with disabilities is beneficial to the classroom community.

The use of strengths-based approaches, Personal Construct Psychology (PCP) techniques and psychoeducation about autism with an adolescent in a post-primary school context in the Republic of Ireland: A practitioner report

This intervention case study is written by an Educational and Child Psychologist in the Republic of Ireland, which took place with Leah, a 15-year-old adolescent with a diagnosis of autism attending a post-primary school. Pre- and post-intervention assessment measures included the Strengths and Difficulties Questionnaire (SDQ) and the Rosenberg Self-Esteem Scale (RSE). An individualised intervention plan was designed, focussing on promoting Leah’s self-esteem, as well as her understanding of autism. Therapeutic techniques used throughout the six-session intervention involved strengths-based and Personal Construct Psychology (PCP) approaches, alongside psychoeducation about autism. Leah’s post-intervention scores on the SDQ showed slight improvements in emotional problems and conduct problems following the intervention, while her scores on the RSE demonstrated a significant improvement in self-esteem from pre- to post-intervention. The case outcomes support the adoption of individualised strengths-based approaches and PCP techniques to promote self-esteem, as well as psychoeducation about autism to promote understanding and self-acceptance.

Activating Social Empathy: An evaluation of a school-based social and emotional learning programme

Previous evidence suggests that empathy is important for promoting positive youth development, and there is growing advocacy for the inclusion of empathy education within the school system. However, knowledge about the efficacy of empathy-based social and emotional learning (SEL) programmes in post-primary school settings is limited. The current research aims to evaluate the effectiveness of a novel, empathy-based SEL programme (i.e., Activating Social Empathy; ASE) in promoting empathy and prosocial responding among secondary school students in Ireland. MethodParticipants included 539 (91 male, 392 female, 56 other) students from nine secondary schools across the Republic of Ireland (Mage = 14.29; SD =.83). Participants were randomly allocated to an intervention or a control condition, and completed self-report questionnaires at pre-test and post-test. ResultsResults from mediated regression models indicated that, in comparison to the control group, participants in the intervention condition showed significantly higher levels of empathy post-test. Results also indicated that empathy significantly mediated the relationship between condition and youth’s prosocial behaviour, emotional efficacy, and social responsibility. DiscussionOverall, the findings from this study indicated that participation in the ASE programme was directly associated with higher empathy, which in turn was indirectly linked with greater prosocial responding, social responsibility, and emotional efficacy. Given the growing importance placed on the inclusion of SEL within education curricula internationally, and robust associations between empathy and positive youth development, these findings have important implications for school-related research, policy and practice.

Responding to challenging behaviour in post-primary schools: Exploring a new authority

This pilot study aimed to evaluate the effectiveness of a staff intervention for post-primary schools using the New Authority approach to behaviour management, an approach informed by the principles of Non Violent Resistance (NVR). A review of the literature highlighted gaps in current approaches to behaviour management, particularly when responding to young people from backgrounds of trauma, chronic stress and socio-economic disadvantage, neurodivergent students and those with neurodevelopmental delays – those to whom behaviour management strategies are most often applied. The intervention aimed to reduce the frequency of unproductive behaviours in the classroom and increase participant self-efficacy, measured both quantitatively and qualitatively through an experimental and outcome evaluation design. Results, though preliminary, showed a reduction in the frequency of a range of aggressive and anti-social behaviours, and a smaller reduction for low-level disruptive behaviours. Results also indicated that participants displayed an increased sense of self-efficacy in management of student behaviour after the intervention. Feedback indicated moderate to high satisfaction with the intervention. Thematic analysis showed that participants valued the increased support from colleagues inherent within the intervention. The New Authority is proposed as a relationship-based response to challenging behaviour in schools that is sensitive to the brain's response to stress, the impact of trauma and disadvantage, and the impact of neurodivergence and neurodevelopmental delays.

Knowledge and Skills for Life: School Libraries in Disadvantaged Areas of Northern Ireland

This study involved data collection and analysis from four distinct phases of research to establish the features of current provision of post-primary school library services in Northern Ireland; and how these services are being implemented in disadvantaged areas. The research also considers the challenges for school library provision, explores examples of good practice, and sets out recommendations for the future for both provision within schools and at a Northern Ireland policy level.

Israeli Students’ Evaluations Regarding Leadership Education in Post-Primary Schools

This article examines the way students attending middle and high schools in Israel evaluate leadership education in their schools and the extent to which it contributes to their leader self-efficacy. Based on 376 questionnaires completed by teenage girls (n = 243) and boys (n = 133) who attend middle and high school in the public education system in Israel, it focuses on their perceptions regarding their school as their main leadership development establishment. Using a Likert scale to measure attitudes and perceptions of youth leadership, the questionnaire was used to investigate the following topics: the school’s efforts to impart leadership and encourage leadership and leadership ability, their self-perceptions of leadership ability, and the impact of the school staff on their leadership development. Students expressed discontent with the school’s ability to impart and motivate leadership, and family members and youth organizations are perceived as more influential. Students in middle schools participate more in leadership programs but evaluate the school’s contribution to leadership development less favorably than high school students. Although girls and boys are participating in leadership programs at a similar rate, girls’ leader self-efficacy is relatively low. Implementing leadership education has some deficiencies that require policymakers to make necessary adjustments regarding age and gender.

The promotion of distributed leadership in education at national level: Discursive change to maintain the old order – Lessons from Ireland

There is increasing evidence of the influence of neoliberal and New Public Management (NPM) agendas in education systems around the world. Research shows the associated restricted drive for efficiency and effectiveness has induced negative effects on students, teachers and school leaders. Distributed leadership features prominently in policy frameworks in such countries. Despite this, research shows it manifests in limited forms of delegation. Taking Ireland as an example, this study extends this via interrogation of discourses of educational leadership advanced by the Department of Education there. This allows for an understanding of not just what is occurring but illuminates why, thereby opening up opportunities for alternative practices. Specifically, having explicated the contested term ‘distributed leadership’, this research reports on a thematic and discourse analysis of the Department's Whole School Evaluation (WSE) reports on a sample of 12 post-primary schools. Key findings reveal the Department's espoused ‘enhanced’ model of ‘distributed leadership’ belies its advancement of delegated leadership and ‘discursive twists’ that enable ‘unleaderful’ activities of teachers and routine educational experiences of students to masquerade as leadership. Leadership implications for the Department that would enable, rather than constrain, enhanced educational leadership practice in schools are highlighted.

'Including us, talking to us and creating a safe environment'-Youth patient andpublic involvement and the Walking In ScHools (WISH) Study: Lessons learned.

Young people have the right to be informed and consulted about decisions affecting their lives. Patient and public involvement (PPI) ensures that research is carried out 'with' or 'by' young people rather than 'to', 'about' or 'for' them. The aim of this paper is to outline how youth PPI can be embedded within a physical activity intervention, reflect on the impact of PPIand provide recommendations for future PPI in a similar context. A Youth Advisory Group (YAG) was set up within the Walking In ScHools (WISH) Study to involve adolescent girls in the delivery, implementation and dissemination of a physical activity intervention targeted at adolescents. Schools invited pupils aged 12-14 years and 15-18 years to YAG meetings (n3, from 2019 to 2023). Participative methods were used to inform recruitment strategies and data collection methods for the WISH Study. Across the threeYAG meetings, n51 pupils from n8 schools were involved. Pupils enjoyed the YAG meetings, felt that their feedback was valued and considered the meetings a good way to get young people involved in research. The YAG advised on specific issues and although measuring impact was not the primary aim of the YAG meetings, over the course of the study there were many examples of the impact of PPI. Recruitment targets for the WISH Study were exceeded, the attrition rate was low and pupils were engaged in data collection. Youth PPI is a developing field and there are few physical activity studies that report the PPI work undertaken. Within the WISH Study, three YAG meetings were held successfully, and the views of adolescent girls were central to the development of the study. Considering the specific issues that the YAG advised on (study recruitment, attritionand data collection), there was evidence of a positive impact of PPI. Pupils from post-primary schools interested/participating in the WISH Study were invited to attend YAG meetings. YAG meetings were set up to consult adolescent girls on the delivery, implementationand dissemination of the WISH intervention.

Changing career to teaching? The influential factors which motivate Irish career change teachers to choose teaching as a new career

This article is based on a research study completed as part of an Ed. D dissertation which explored the experiences of career change teachers (CCTs) in Irish primary and post-primary schools. Their motivations for changing career, both intrinsic and extrinsic, along with the influence of family in career changers’ decisions to change career were explored. This research used a convergent parallel mixed methods design, with a sample of 112 participants. Data was gathered through the use of an online survey, completed by 107 participants and fifteen semi-structured interviews, ten of whom had also completed the online survey. The main motivations identified by career change teachers for changing career included a long-held desire to become a teacher, the influence of family members who were also teachers, crucial life events, positive prior teaching and learning experiences, loss of employment and interest in their previous job and other more extrinsic motivations. This research study provides a deeper understanding of the factors that influence a career change to teaching. This knowledge will assist in the recruitment of this diverse cohort of teachers to the teaching profession, bringing experience, skills and knowledge from different fields and backgrounds to the modern classroom.

Applying the COM-B behaviour model to understand factors which impact school immunisation nurses’ attitudes towards designing and delivering a HPV educational intervention in post-primary schools for 15–17 year old students in Northern Ireland, UK

IntroductionHuman Papilloma Virus (HPV) is responsible for the development of cervical, vaginal, vulvar, penile, oropharyngeal and anal cancers. Throughout the UK, Immunisation nurses (IMNs) deliver school-based HPV vaccinations to students 12–13 years old. Providing HPV education to 15–17 year old students may promote decision-making regarding their sexual health and award opportunity for unvaccinated students to self-consent to the vaccination. This study aims to explore the perceptions of IMNs regarding the value of providing HPV education to 15–17 year old students and to explore whether IMNs feel that the design/delivery of this education should form part of their professional role. MethodsSix focus groups were conducted online with IMNs from all five Health and Social Care Trusts in Northern Ireland, UK, between January-June 2021. Data were analysed using the COM-B model to identify factors that might influence IMNs’ behaviour towards designing/delivering this education for 15–17 year old students. ResultsIMNs were highly motivated to design and deliver this HPV education. Facilitators promoting this behaviour included their specialist training, their previous sexual health teaching experience and their desire to educate young people. Barriers negatively influencing this behaviour included lack of time/resources, parental influences, lack of school support and lack of teaching/presentation skills training. ConclusionIMNs feel that they are the most appropriate professionals to design/deliver HPV education for 15–17 year old students. National policy change, based on collaboration between the Public Health Agency and Education Authority, is a key factor in facilitating IMNs to implement this school-based HPV education intervention.

A study of Irish secondary school student's views on mental health supports in school.

An increasing number of young people are experiencing mental health difficulties and schools have been identified as environments that can support them. However, it is unclear how students feel about the current supports in school and whether they are used. The aim of this study is to explore the perceptions of young people in Irish post-primary schools regarding mental health and well-being supports in schools. An online survey was conducted with (n=109) young people to determine the perceptions of mental health and well-being supports in post-primary Irish schools. Using a convenience sampling method, an online survey was distributed via gatekeepers in local youth and sporting groups. Data collection was completed using the Barriers to Seeking Help-brief version (BASH-B) and additional tailored questions. Qualities like being 'trustworthy' and 'a good listener' were reported as key for adults to be considered a good support in schools. Current mental health and well-being supports were not considered adequate with 65.1% of the participants feeling 'somewhat supported' and 22.9% feeling 'not at all supported'. Better advertising of mental health support services should be implemented in schools to promote awareness. This study can inform the development of such services which are urgently needed.

The Challenges Facing Irish-Medium Primary and Post-Primary Schools When Implementing a Whole-School Approach to Meeting the Additional Education Needs of Their Students

The literature states the importance of adopting a whole-school approach to inclusion and for meeting the needs of all students. This study investigated the challenges faced by Irish-medium (IM) primary and post-primary schools in relation to providing a whole-school approach to inclusion. This was achieved through a mixed methods study where a stratified sample of teachers from IM schools (N = 56) undertook an anonymous online survey in the first stage. In the second stage, primary and post-primary teachers (N = 31) undertook semi-structured individual interviews to provide in-depth information regarding the data collected in the survey. The findings suggest that like immersion schools internationally, IM schools need more resources through the medium of Irish in relation to assessment, evidence-based interventions, and teaching/learning resources.

Language-sensitive teaching as an emergent response to increasing linguistic diversity in Irish post-primary schools: Challenges, opportunities and implications for teacher education

The 21st century has been characterised by an unprecedented growth in transnational migration with education systems in many countries challenged to address the implications of this ongoing global phenomenon. This paper reports on a recent study that was undertaken amongst teachers and school managers in post-primary state schools in Ireland to explore the current position regarding language-sensitive teaching as an emergent response to the growing reality of linguistic diversity in schools. Bottom-up research of this kind is vital as it can shed light on the perceptions and experiences of the key stakeholders involved in order to determine their related professional needs and shape future directions in teacher education in this area. The key findings show that language-sensitive teaching remains in its infancy in the Irish post-primary educational context with an urgent need for teacher awareness-raising and upskilling in relation to this approach and its implementation in different subject classrooms. The research has also indicated that language support teachers can play a central role in developing language-sensitive teaching at the whole school level but this potential remains largely under-exploited in the Irish post-primary educational context.

TOWARDS ENHANCING POST-PRIMARY SCHOOL STUDENTS' LEARNING EXPERIENCE: THE CASE FOR NIGERIAN SCHOOL LANDSCAPE ENVIRONMENT

Landscape elements have significant importance in school designs due to the contributions they can make to students' learning experience and well-being. Learning in an aesthetically pleasing environment has been established to add value to the learners’ experience as well as enhance their sense of well-being. In Nigeria, several public secondary schools mostly lack adequate landscape elements, which has caused a major strain on students' learning experiences and staff's productivity. This research explored the landscape environments of selected public secondary schools in Nigeria with a view to bringing to light the potential and value that landscape can add to the learning experience and wellbeing of the students. To investigate the precise roles of landscape components in enhancing student learning experiences, public secondary schools in Ilorin, Nigeria, were randomly selected for the study. Primary data was collected through questionnaires, case studies, and observation schedules. Findings reveal poor design quality in nature, with the result showing that the majority of public secondary schools were poorly landscaped. The study concludes that most students attending public schools in Nigeria are deprived of learning environments connected with nature's aesthetics and qualities. It recommends a holistic approach to public school management that goes beyond establishing schools and providing needed buildings but should give importance to good school landscaping to enhance not just the students’ learning experience but also the learners’ health and well-being, as well as nurture their ability to appreciate the beauty of nature right from school age. Keywords: Landscape Elements, Landscape Environment, Landscape Management, Post-Primary School, Physical Environment, School Environment

It Wasn’t All Zoom and Gloom: Teacher and Student Experiences of Online Learning during the COVID-19 Pandemic in an Irish Post-Primary School

Research into the impact of the COVID-19 pandemic on educational institutions in Ireland has primarily focused on third-level courses and initial teacher education programmes. Little research has captured the experiences of practising post-primary teachers and their students as they made the transition to online learning. This study begins by examining the digital context of post-primary education in Ireland prior to the COVID-19 pandemic, paying particular attention to ICT policies and their recommendations. Following this, the importance of schools as more than a centre for curriculum delivery is examined, as well as the potential challenges adolescents face in non-face-to-face contexts. In total, 49 teachers and 130 students participated in the study by completing online surveys about their online learning experiences. The findings indicate that although teachers felt underprepared, many benefits to online learning were identified, especially around assessment and the provision of asynchronous content. Students enjoyed elements of online learning but felt overwhelmed and isolated.