Post-primary Schools In Ireland Research Articles

Exploring the relationships between psychological wellbeing, religiosity and religious coping among post-primary school students in Ireland

ABSTRACT This study explored the relationships between psychological wellbeing, religiosity and religious coping amongst adolescent students attending post-primary schools in Ireland. The current paper reports on the quantitative data and findings arising from a mixed-methods study. Participants were post-primary school students (N = 110) aged between 15 and 19 years, who completed online questionnaires measuring their psychological wellbeing, religiosity and religious coping. Correlation, comparative and regression analyses using SPSS were used to analyse the data. The results revealed that religiosity was not significantly correlated with psychological wellbeing; however, religious beliefs were a predictor of enhanced psychological wellbeing amongst theist participants. Positive religious coping methods were associated with enhanced purpose in life. Conversely, use of negative religious coping mechanisms was linked to lower levels of overall psychological wellbeing. The findings demonstrate that adolescents’ religion has the potential to impact their mental wellbeing positively or negatively, depending on the type of religious coping methods used.

Ready, willing and able’: examining factors affecting the implementation of non-cognitive skills in post-primary schools

ABSTRACT Non-cognitive skills have increasingly been recognised as an important part of holistic education, but more research is needed on how best to ingrate them into existing educational frameworks. This study examined variables critical to the implementation of a non-cognitive skills programme in post-primary schools in Ireland. Teachers (N = 76) were recruited from both mainstream (N = 43) and high-support schools (N = 33) and assessed by means of a cross-sectional survey, on their Readiness, Willingness, and self-perceived Ability (RWA) to implement Ireland’s national ‘Wellbeing Guidelines’. Statistical analyses were conducted to assess the relationships between teachers’ perception of both leader and peer support, and their self-perceived readiness willingness, and ability to implement the wellbeing programme. Our findings suggest a useful optimised pathway – or an ‘RWA framework’ – to inform the implementation of non-cognitive programmes in post-primary schools in Ireland and elsewhere.

FUSE anti-bullying and online safety programme: measuring self-efficacy amongst post-primary students

ABSTRACT ‘FUSE’ is an anti-bullying and online safety programme developed to support schools in complying with the Action Plan Procedures (2013). Between 2019 and 2022, 56% of all Post-Primary Schools in Ireland registered for the programme. FUSE is designed to address two key concerns, (a) students tend not to report bullying, and (b) students are increasingly facing online risks. FUSE aims to increase student’s self-efficacy to recognise and report bullying behaviour and online harms safely. The programme is informed by Latané and Darley’s bystander intervention model which outlines five sequential steps that an individual needs to follow in order to take action. This paper reports on the implementation of FUSE in Post Primary Schools in Ireland, justifying its theoretical base and model, and conveying the results of an empirical study conducted amongst a sample of 1254 Post Primary students (14–15 years of age) in 41 schools upon completion of the programme. Upon completion of the programme students reported high levels of self-efficacy in relation to noticing, responding and willingness to report. Future research will implement a pre- and post-study design to draw firmer conclusions regarding the effectiveness of the intervention.

‘Teachers should put themselves in their students’ shoes’: Perspectives of Parents from Minority-ethnic Backgrounds on Schooling in Ireland

ABSTRACT This paper explores the experiences and perspectives of parents from minority-ethnic backgrounds concerning their children’s education in primary and post-primary schools in Ireland. Five focus groups were conducted with 20 parents of non-White African and Asian backgrounds. Our findings demonstrate complex interactions and tensions between home and host cultures, parenting approaches and schooling experiences for both students and their families. Participating parents’ accounts illustrate their strong interest in their children’s education, their critical cultural consciousness and their desire to engage in dialogue with teachers. Positive teacher attitudes, teacher professional development, acceptance of/learning about differences and a more diverse teaching population emerged as key recommendations in parents’ discussions regarding culturally inclusive learning environments. We argue that parents from minority-ethnic backgrounds are uniquely positioned to support the development of teachers’ intercultural competencies and of inclusive education practices in schools.

Using Co-Design to Develop a Health Literacy Intervention with Socially Disadvantaged Adolescents.

The aim of this study was to initiate a co-design process with adolescents to inform the development of a targeted health literacy intervention for implementation in designated socioeconomically disadvantaged post-primary schools in Ireland. Purposely developed vignettes were explored in a series of eight workshops that were conducted separately with staff (n = 26) and students (n = 33) across four schools. Data was analysed using content analysis. A number of key health topics were identified as important and influential for the participants in this context: food choices, mental health and wellbeing, physical activity and sedentary behaviour, sleep and substance misuse. Participants also suggested many health-related capacity building actions. Participants recognized that many of these health topics and capacity building actions were intertwined and also highlighted that some of these actions may be more feasible and/or impactful than others. For example, students and school staff both indicated the need to use relevant, applied and engaging approaches to improve health literacy and subsequent health behaviour. The co-design process adopted empowered stakeholders to actively engage in the design and development of future intervention strategies, which may increase the likelihood of acceptability, effectiveness and sustainability of the resulting intervention.

Deconstructing the challenges and opportunities for blended learning in the post emergency learning era

ABSTRACT This paper, as part of a European Commission-funded project entitled REBEL (Repurposing Education through Blended Learning), deconstructs school communities understanding of the challenges and opportunities for blended learning in the school sector in Ireland with perceptions shaped by experiences of enforced school closures during the pandemic. It provides an overview of five case studies in primary and post-primary schools in Ireland. The findings from this research indicate that the emergency remote teaching experience has cast an unhelpful shadow on blended learning. To avoid stigmatising online teaching and learning based on less than ideal experiences, in spring 2020, Hodges and co-authors referred to this period as ‘emergency remote teaching.’ (Hodges et al., 2020). Perhaps blended learning is also the victim of a similar stigmatising effect. The paper makes several contributions, including a need to differentiate between blended learning, emergency remote teaching and the suite of additional factors that impacted the school closure experience for teachers and schools. In addition, the findings signpost some succinct questions for consideration, that is, what conditions, social, cognitive, and teacher presence, resources and supports are necessary for effective intentional blended learning in schools.

Transforming Middle Leadership in Education and Training Board Post-Primary Schools in Ireland.

Abstract Distributed Leadership (DL) is a feature of education in many jurisdictions. Similarly, in Ireland the principles of DL have been adopted as part of a quality framework to underpin a system that provides high quality student care, learning and teaching. This model necessitates an alignment of senior leaders (SLs) and middle leaders (MLs) whose actions are informed by the needs and priorities of their particular school. The traditional notion of the ML position as a management position is changing. The evolution requires a reconceptualisation, a transformation of the role and how we support and develop it to ensure that MLs are an integral part of the leadership structure of the school. This pragmatic research explored the PD needs of MLs in Irish, Education and Training Board (ETB) post-primary schools. It involved a mixed-methods, exploratory sequential study. Stage one involved a set of five semi structured interviews with AP I post holders. These were used as an instrument to develop the online surveys. Stage two involved quantitative research. Online surveys were distributed to all ETB schools in the republic of Ireland. In stage three a summary of the findings of the survey were shared with ten AP Is who were subsequently interviewed to gain further insights. The study illustrated that the development of MLs requires the support of SLs, skills development, a supportive school culture and combined training for senior and middle leaders which should be facilitated by an independent person.

Leading Inclusive Learning, Teaching and Assessment in Post-Primary Schools in Ireland: Does Provision Mapping Support an Integrated, School-Wide and Systematic Approach to Inclusive Special Education?

A parallel system of inclusive and special education persists in Ireland despite attempts to move towards integrated provision for students with Special Educational Needs and Disabilities (SEND) along a flexible continuum of support. Even in mainstream schools, duality exists and discrete delivery of special education continues to create ‘siloed’ approaches to education for some students. This paper outlines a research and knowledge exchange initiative involving a higher education institution and a management body for post-primary schools in Ireland attempting to develop integrated, school-wide, systematic and collaborative approaches to inclusive and special education. Theoretically underpinned by Hornby’s model of Inclusive Special Education (2015) and a conceptualisation of the SENCO role in the Irish context, a pilot process was implemented to support the development of an integrated response to a continuum of need. A year after initial implementation a review was undertaken. Focus group and individual interviews with SENCOs, Curriculum Leaders and Principals in six schools indicate that the initiative, while still in its infancy, raised awareness about inclusive special education amongst staff and provided data-informed approaches to education. The centrality of leadership in promoting school-wide approaches to inclusive special education also emerged. Finally, the importance of situated community of practice approaches to professional learning were identified as critical to leading change in schools.

‘Promoted widely but not valued’: Teachers’ perceptions of team teaching as a form of professional development in post-primary schools in Ireland

ABSTRACT Team teaching as a concept and approach has long been advocated at a policy level both internationally and in Ireland. However, there is very little focussed research on the use of team teaching as an approach in post-primary schools in Ireland or on its potential as a medium of teacher professional development. This article presents the findings of a two-year collaboration between the Department of Education, Maynooth University and the Professional Development Service for Teachers (PDST) to support student teachers and qualified teachers to engage in team teaching. It reports on the context for the collaboration and the educational policy landscape relating to team teaching in Ireland. The main focus of this paper is to report the perceptions of experienced teachers about the potentialities of team teaching as a form of professional development. The findings highlight the fragmented and tenuous way in which team teaching exists in many schools, with one teacher asserting that it is ‘promoted widely but not valued’. Despite challenges, the data affirm a very strong appetite among post-primary teachers in Ireland for increased support to use team teaching as an approach that they report to be a valuable medium of professional development.

Comparison of amblyopia in schoolchildren in Ireland and Northern Ireland: a population-based observational cross-sectional analysis of a treatable childhood visual deficit

ObjectivesThis study reports the prevalence of persistent amblyopia (post-traditional treatment age) in schoolchildren in the Republic of Ireland (henceforth Ireland) and Northern Ireland (NI), UK; populations with broadly similar refractive...

Well-being in post-primary schools in Ireland: the assessment and contribution of character strengths

Enhancing the well-being of primary and post-primary students is one of the priorities of the Department of Education and Skills in Ireland. Whilst interventions are being implemented across the board, little is known about the current levels of adolescents’ well-being. Drawing from research on positive education, in the current study well-being was assessed amongst 2822 adolescents, aged 12–19 in Ireland, using the PERMA profiler [Butler, J., and M. L. Kern. (2016). “The PERMA-Profiler: A Brief Multidimensional Measure of Flourishing.” International Journal of Wellbeing 6 (3): 1–48. doi:10.5502/ijw.v6i3.526] and “VIA-Youth Survey” [VIA Character (2014). http://www.viacharacter.org/www/Research-Old2/Psychometric-Data-VIA-Youth-Survey]. Mann–Whitney U-test and multiple regression analyses were conducted in the examination of age and sex differences in students’ well-being scores, and the prediction of the contribution of character-strength-development to well-being. The results showed that students’ well-being decreased steadily from the first year, through to the middle and senior years of post-primary school. Furthermore, in comparison to males, females reported lower levels of well-being across the board, and higher levels of negative emotions and loneliness. Finally, the underuse of character strengths predicted lower levels of well-being in Irish schools. Implications for practice include the importance of customising well-being programmes across different schools and age groups, as well as the potential for the incorporation of psychological tests to evaluate the effectiveness of such interventions.

Pre-service versus in-service mathematics teachers’ opinions of mathematics reform in post-primary schools in Ireland

A new approach to the teaching and learning of mathematics has been introduced on a phased basis in post-primary education in Ireland. As part of the OECD PISA 2012, a survey was undertaken of in-service mathematics teachers in Ireland, with the aim of gathering data on the opinions of teachers about this reform. Here, a modified version of the survey was distributed to pre-service teachers immediately before and after a four-month teaching placement to ascertain if there were differences in the views expressed by pre-service and in-service teachers in relation to the teaching and learning of mathematics, and also if there were differences expressed by the pre-service teachers before and after their placement in post-primary schools. Analysis of the results showed considerable levels of agreement between all groups, with some exceptions in relation to confidence in teaching the reformed curriculum, emphasis on various teaching and learning activities, and usage of ICT in the classroom.

Food environments in and around post-primary schools in Ireland: Associations with youth dietary habits

BackgroundThe food environment within and surrounding schools may influence children's diets. This study explored if the internal and external school food environments were associated with intake of specific food groups among adolescents. MethodsParticipants were a subset of 5344 post-primary school students that took part in the Health Behaviour in School-aged Children (HBSC) survey. Four school-level variables were created: urban/rural, disadvantaged status, percentage fast food premises within one kilometer of the school and food sold in the school. Logistic regression models were used to examine school-level influences on daily food consumption controlling for individual and family food environmental factors. ResultsFor students in disadvantaged schools, the odds of having soft drinks (OR 1.79, 95% CI 1.30–2.47) or chips (OR 1.82, 95% CI 1.17–2.83) daily were larger and the odds of consuming fruits (OR 0.79, 95% CI 0.62–0.99) or vegetables (OR 0.73, 95% CI 0.60–0.88) daily were smaller than for students at other schools. Girls and those from higher socioeconomic classes also had healthier eating habits. Attending a school where more than 10% of the food premises within one kilometer of the school were fast food outlets was associated with a 0.78 (95% CI 0.64 to 0.94) and a 0.79 (95% CI 0.66 to 0.93) decreased odds of daily fruit and vegetable intake, respectively. ConclusionsFast food environments around post-primary schools are associated with less fruit and vegetable intake. Children in disadvantaged schools and from lower social classes are more likely to report poorer dietary habits than children in other schools or from higher social classes, respectively. Multiple contexts influence diet, and children at an economic or social disadvantage are at most risk of poor dietary habits.

The Anti-Bullying Procedures for Primary and Post-Primary Schools in Ireland: What Has Been Achieved and What Needs to be Done?

The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013.

Time allocated to mathematics in post-primary schools in Ireland: are we in double trouble?

ABSTRACTMathematics educators and legislators worldwide have begun placing a greater emphasis on teaching mathematics for understanding and through the use of real-life applications. Revised curricula have led to the time allocated to mathematics in effected countries being scrutinised. This has resulted in policy-makers and educationalists worldwide calling for the inclusion of double class periods on the mathematics timetable. Research from the United States suggests that the introduction of double or block periods allow for the objectives of revised curricula to be realized. The aim of this study, which is set in the school context, is first to ascertain if schools in Ireland are scheduling double periods for mathematics at both lower post-primary level (Junior Cycle) and upper post-primary level (Senior Cycle). It also seeks to determine if there is a link between teachers’ levels of satisfaction with the time allocated to mathematics and the provision of double periods and to get insights from teachers in relation to their opinions on what can be achieved through the introduction of such classes. Questionnaires were sent to 400 post-primary schools (approximately 1600 teachers) which were selected using stratified sampling techniques. It was found that 8.7% of mathematics teachers reported the provision of double periods at Junior Cycle while 55% reported that double periods were included on their timetable at Senior Cycle. The study also identified a link between teachers’ levels of satisfaction with the time allocated to mathematics and the provision of double periods. Finally, teachers felt that double periods allowed for new teaching methodologies, which were promoted by the revised curricula, to be implemented and teaching for understanding was also more feasible. In essence, it was found that double periods have an influence on the mathematical experience of post-primary students as well as the teaching approaches employed.

The SENCO role in post-primary schools in Ireland: victims or agents of change?

This paper considers the role of Special Educational Needs Coordinators (SENCOs) in mainstream post-primary schools (12–18 years) in Ireland. Little is known of the role in the Irish context and it is hoped that this research will inform policy. The Irish educational landscape has witnessed seismic change recently with further transformation imminent. The SENCO role is a recent phenomenon in Irish schools and while much is known of the role internationally, Irish SENCOs tend to operate in a policy vacuum. This paper draws on research with a purposive sample of twenty-seven SENCOs. A lengthy postal questionnaire served as the method of data collection, where both quantitative and qualitative data were collected. Findings reveal the complexity of the role in an evolving education system. SENCOs continue to fulfil largely operational roles and are limited in their capacity to effect change in inclusive practice from a whole-school perspective. Lack of formal recognition of the SENCO role has led to its ad-hoc development. This research makes the case for the formalisation of the role at policy level and recognition of the need to develop the SENCO as strategic leader, firmly situated within school management. Otherwise, Irish SENCOs risk being victims rather than agents of change.

‘To be like a home extension’: Challenges of language learning and language maintenance - lessons from the Polish-Irish experience

The research described in this paper investigates issues related to language socialization of four adolescent Polish immigrant children attending different post-primary schools in Ireland. The focus is on how heritage (Polish) language socialisation goals affect these children’s identity negation as they grow up in a multilingual environment, and as they try to find their place in a new country and society. In particular, this paper examines the ways in which the children construct themselves as authoritative or unauthoritative heritage language speakers The theoretical background, methodology, and final results are set from the longitudinal study (5 years) involving such students and their families, two of whom also attend weekend Polish schools in addition to mainstream secondary schools. The theoretical and analytical approach combines an Ethnography of Communication approach to data collection and field work, such as participant home and school observations, audio-recordings of children’s interactions with their peers, their teachers and parents, open-ended interviews, children’s samples of school work with Discourse Analysis approaches (Duff, 1995; Davis & Harre 1990, Harre & Langenhove, 1999, Ochs & Capps, 2001). A particular focus is placed on epistemic, moral and affective stances taken by the children in question. Certain aspects of agency, such as variable participation, allegiances with heritage language peer groups, affective and epistemic stances taken with respect to sociohistorical norms and values of the Polish language and culture are illustrated. The results of the analysis are interpreted in terms of heritage language socialisation (Ochs, Schieffelin, & Duranti, 2011), describing how different educational contexts may influence children’s identity negotiation. This micro-analysis of heritage children language socialisation is contextualized within a more holistic account of the Polish community in Ireland (Singleton, 2007) – a community culturally shaped by, and in turn shaping, wider societal and educational ideologies, values and power relations.

An evaluation of participation in a schools-based youth mental health peer education training programme

AbstractThe use of peer education has been well documented within the discipline of health promotion, but not within the youth mental health domain. This paper describes an evaluation of an innovative schools-based peer education training programme that involved preparing young people to deliver a mental health workshop to their peers. Participants (n = 30) were recruited from five post-primary schools in Ireland. After each training session (n = 4), participants completed a questionnaire assessing their reactions to training. Participants also completed measures of self-esteem, help-seeking, mental health knowledge and skills at their first and final training session, and at the end of the programme. Significant changes in participants’ presentation skills, mental health knowledge and beliefs about help-seeking were observed. Participants also reported that training was well facilitated and well timed. Overall, findings indicate participation in a schools-based mental health peer education training progr...

Teachers’ Attitudes to using iPads or Tablet Computers; Implications for Developing New Skills, Pedagogies and School-Provided Support

This study examined the attitudes of teachers towards using tablet computers, predominantly Apple’s iPad, across 22 post primary-schools in Ireland. The study also questions some previous research and assumptions on the educational use of tablet computers. The majority of schools were using devices with students and teachers; the combined size of those programs was 670 teachers and 1,150 students. The study collected data from 259 teachers across all sites using baseline and followup questionnaires. Teachers identified their barriers to technology usage as well as enabling factors; an overlap in barriers and enabling factors relating to professional development and the availability of time presents pathways for improvement. The study shows that given appropriate support, teachers possess (or can develop) a disposition towards creating new technology-enhanced pedagogies and relevant technological skills. The study findings will enable evidence-based approaches to technology professional development and the provision of support structures.

Supporting the consistent implementation of self-evaluation in Irish post-primary schools

This paper explores approaches to support the consistent implementation of school self-evaluation. The first part of the paper outlines the changing nature of self-evaluation in Irish post-primary schools and how a new approach introduced by the Department of Education and Skills in 2012 demonstrates real intentionality in terms of implementation. This recent attempt to engage schools in self-evaluation is compared to a previous self-evaluation initiative introduced in 2003. Despite significant improvements to the self-evaluation process, a number of concerns remain particularly in relation to the capacity of schools to engage in the process and the limited level of support that is provided to schools. The question of how best to support the implementation of self-evaluation is a concern in many jurisdictions. This question was explored in research carried out on the implementation of self-evaluation in Centres for Education in Ireland, and the findings are outlined in the second part of the paper. The research highlights a relatively high level of implementation of self-evaluation in Centres for Education nationally as well as generally positive feedback on the self-evaluation experience from participants. Some of the factors that influenced successful implementation are outlined. Key among these is the facilitator-led approach, addressing the practicalities of implementation and the national monitoring system. While this research did not involve post-primary schools, the findings may have relevance for the provision of supports in post-primary schools in Ireland, and it may also have a wider application for self-evaluation policy and practice in other jurisdictions.