Schools In Ireland Research Articles

Failing by design; exploring the currere lived experiences of a low‐socioeconomic status boy in primary school

AbstractThis phenomenological research draws upon Pinar's concept of currere to frame the lived experiences of Cian, a young boy in an economically disadvantaged primary school in Ireland. By adapting Pinar's 4‐stages of currere research (regressive, progressive, analytic and synthetic), we explore Cian's personal and academic lived experiences over a 2‐year period, and his growing feelings of academic disengagement. The paper portrays the complex interactions between Cian's personal and academic lived experiences and demonstrates how he simultaneously internalised and yet resisted his primary school experiences. Embedded within Cian's narrative are snapshots of teachers under pressure, struggling to support the individual learning needs of vulnerable children in line with standardised curricular demands, and the negative impact this can have upon learners like Cian. We argue that adapting Pinar's methodology to focus upon children's voices in education is valuable at a time of curriculum change within Irish primary education, challenging ‘efficiency‐based’ curriculum narratives and re‐centring children's well‐being and holistic development.

Health disparities continue to report in DEIS schools: Irish COSI Round 6 study

Abstract Background Previous reports have identified clear differences in the prevalence of overweight and obesity among children living with disadvantaged compared to those living in advantaged circumstances. Childhood obesity is influenced by factors in the home environment, including lifestyle behaviours and socio-economic status. The Childhood Obesity Surveillance Initiative (COSI) family survey provides insights into these factors, particularly in children that attend disadvantaged (DEIS) and non-disadvantaged (non-DEIS) schools. Aim This study aims to compare various demographic and socioeconomic factors within the home environment of primary school children across DEIS and non-DEIS schools in Ireland, elucidating the differences in their performance with implications for health policy. Methods Parents of 1st and 2nd class children (mean age 7) from 121 sentinel schools invited to participate in the family survey, returned it by post or online using Lime Survey. Ethical approval was secured for COSI R6, with consent from families. Data on demographics, diet, transportation, activities, and clinical characteristics of children in Ireland were collected, anonymised and analysed in SPSS, comparing children from DEIS (n = 147) and non-DEIS (n = 1014) schools. Results Around 88% of respondents of returned surveys included in the study (n = 1161) were mothers. Significant disparity in families with diabetes diagnosis or treatment observed between DEIS and non-DEIS schools (10.6% vs. 5.4%, p = 0.016). Breastfeeding rates were higher in non-DEIS schools (57.0% vs. 46.9%, p = 0.015). Children consuming at least 3 portions of fruits and vegetables daily were also higher in non-DEIS schools (58.9% vs. 46.0%, p < 0.001). More children in non-DEIS schools engaged in physical activities outside of school hours (93.7% vs. 74.5%, p < 0.001). Conclusions The findings underscore the significant socioeconomic disparities between families whose children attend DEIS and non-DEIS schools in Ireland. Key messages • Irish COSI R6 reveals disparities in health-related factors between disadvantaged and advantaged schools. • Targeted interventions and policies are necessary to address factors influencing child health.

Foreign language learners’ perceptions of their language learning: challenges and opportunities for Ireland’s strategy for foreign languages 2017–2026

ABSTRACT Since 2017, language learning in post-primary schools in Ireland has been supported by the government strategy, Languages Connect (LC). In conjunction with key stakeholders, the strategy aims, among other things, to raise awareness of the importance of language learning, to diversify the languages on offer and to make connections between language learning and the world of work. Six years into the strategy, it is opportune to assess the views of students in relation to their opinions of their learning experiences framed against the goals of the strategy. After launching a creative language competition during the Covid-19 pandemic, researchers sought to capture the perceptions, challenges and desires of participants in Transition Year, focusing on the languages that they would like to learn, their experience as language learners and the role of languages in their future careers. This article presents an analysis of this data in the context of LC with the aim of providing a snapshot of evidence-based data on the process that is being undertaken nationally in this arena. The article begins by discussing the challenges and opportunities in the language learning space in the Republic of Ireland. The analysis and discussion of the data follow a description of the methodology employed and the article concludes with a positive outlook on language learning from the student perspective; however, the data reveal that areas that are not necessarily part of the LC strategy need to be addressed. It is hoped that these conclusions will be useful for researchers, practitioners, state agencies and policy makers.

Teachers’ perspectives on the implementation of an ethical education curriculum in Ireland

ABSTRACT This study examines the perspectives of ten secondary school teachers on the implementation of a pilot Ethical Education curriculum at senior cycle in three Educate Together schools in Ireland. Informed by a synergy between two ecological approaches, namely the meta-theoretical Consolidated Framework for Implementation Research (CFIR) and the OECD Learning Compass 2030 policy framework for curriculum change, teacher data from interviews and surveys informed a revision to this draft curriculum. Teachers reported that the Ethical Education curriculum facilitated an environment where students had the opportunity to exercise their agency in demonstrating their knowledge, skills, attitudes and values to develop as moral agents. Recommendations were formulated and are presented using an ecosystemic approach, congruent with the CFIR and the Learning Compass, to guide the implementation of this curriculum at a national level.

On the Shoulders of Giants Through the Lens of the Laparoscope Dr. Harry Reich: Empathy, Optics and Courage.

Harry Reich, MD, FACOG, FRCOG, FACS is known worldwide as a pioneer in the field of laparoscopic surgery. He performed the first laparoscopic hysterectomy, the first pelvic lymphadenectomy for cancer, and the first excision of cul-de-sac endometriosis that included rectal resection. This article explores his life and contributions. The author knew Dr. Reich from medical conferences over many years and visited Dr. Reich in Pennsylvania to observe him in the operating room. For this article, the author spoke with Dr. Reich on nearly a nightly basis over a 13-month period in 2022 and 2023. Dr. Reich's descriptions were cross-referenced with his publications and those of his peers. The author also interviewed physicians who worked closely with Dr. Reich and reviewed the trial transcript of the February 1980 Nesbitt Memorial Hospital special ad hoc investigatory committee. The result is a comprehensive review spanning from Dr. Reich's early life to his ultimate recognition as one of the most significant innovators of advanced laparoscopic surgery. The author concluded that Dr. Reich's accomplishments are rooted in his command of pelvic anatomy, his lifelong interest in surgery and his willingness to challenge existing surgical dogma. By attending medical school in Ireland, Dr. Reich benefitted from the deep study of anatomy offered there. He also had a unique background of being a Harvard-trained gynecologic surgeon practicing in Wilkes-Barre, a small Pennsylvania community that trusted him because both his parents practiced medicine there before him. Dr. Reich favored conservative surgery rather than hysterectomy for endometriosis and patiently excised deep disease, offering relief to countless women, at times without compensation. He exhibited astonishing bravery and perseverance in the face of scathing criticism. Dr. Harry Reich's empathy for his patients and willingness to challenge the status quo were pivotal in improving the lives of many thousands of women and revolutionizing gynecologic surgery.

Personality, Social Factors, Brain Functioning, Familial Risk, and Trajectories of Alcohol Misuse in Adolescence

The development of an alcohol use disorder in adolescence is associated with increased risk of future alcohol dependence. The differential associations of risk factors with alcohol use over the course of 8 years are important for preventive measures. To determine the differential associations of risk-taking aspects of personality, social factors, brain functioning, and familial risk with hazardous alcohol use in adolescents over the course of 8 years. The IMAGEN multicenter longitudinal cohort study included adolescents recruited from European schools in Germany, the UK, France, and Ireland from January 2008 to January 2019. Eligible participants included those with available neuropsychological, self-report, imaging, and genetic data at baseline. Adolescents who were ineligible for magnetic resonance imaging or had serious medical conditions were excluded. Data analysis was conducted from July 2021 to September 2022. Personality testing, psychosocial factors, brain functioning, and familial risk of alcohol misuse. Hazardous alcohol use as measured with the Alcohol Use Disorders Identification Test scores, a main planned outcome of the IMAGEN study. Alcohol misuse trajectories at ages 14, 16, 19, and 22 years were modeled using latent growth curve models. A total of 2240 adolescents (1110 female [49.6%] and 1130 male [50.4%]) were included in the study. There was a significant negative association of psychosocial resources (β = -0.29; SE = 0.03; P < .001) with the general risk of alcohol misuse as well as a significant positive association of the risk-taking aspects of personality with the intercept (β = 0.19; SE = 0.04; P < .001). Furthermore, there were significant positive associations of the social domain (β = 0.13; SE = 0.02; P < .001) and the personality domain (β = 0.07; SE = 0.02; P < .001) with trajectories of alcohol misuse development over time (slope). Family history of substance misuse was negatively associated with general risk of alcohol misuse (β = -0.04; SE = 0.02; P = .045) and its development over time (β = -0.03; SE = 0.01; P = .01). Brain functioning showed no significant association with intercept or slope of alcohol misuse in the model. The findings of this cohort study suggest known risk factors of adolescent drinking may contribute differentially to future alcohol misuse. This approach may inform more individualized preventive interventions.

Insights into the career development of non-religious teachers in post-primary religious schools on the island of Ireland

ABSTRACT This article investigates the lived experiences of non-religious teachers in post-primary schools with religious cultures on the island of Ireland, particularly with regard to career development and promotion. At the time of the research, both jurisdictions on the island had legal exceptions from equality employment law in schools. Based on 15 interviews with non-religious teachers and with reference to literature on school ethos, teacher beliefs and agency, we investigate how the professional experience of teachers is shaped by the religious environment. The predominant response of non-religious teachers in religious schools is to hide or suppress their worldview. There is evidence too that their relationships with colleagues and pupils are inhibited when the religious culture discourages openness and diversity. Overall, they have modest expectations for career development or promotion. We conclude that legislative change is an important corrective to reduce religious discrimination, but it is only part of the solution. Active steps should also be taken by schools in Ireland and Northern Ireland to cultivate an inclusive spirit in which the school is regarded as an ‘authentic community’ where difference is normalised and all teachers are empowered to have full participation in the life of the school.

Navigating Through Disruption: How are School Principals Leading Digital Learning in Secondary Schools in Ireland

The COVID-19 pandemic forced school leaders to rapidly adopt digital technologies, sparking new awareness and discussions about digital education and its transformation. Despite significant advances, these changes may be minor compared to the potential impact of artificial intelligence and immersive technologies in education. This paper explores digital learning leadership in Ireland’s secondary school sector using the ISTE Standards for Educational Leaders as a guiding conceptual framework. Qualitative interviews with school principals from various secondary school types provide insights into their existing leadership practices and anticipate their future needs. Key findings revealed digital learning visions integrally woven into the school’s broader learning and educational vision and fresh assessments of student digital competence. They highlighted the salience of the school context in decision-making and the drive for more strategic deployment of formal leadership positions and relationships within and between schools. The implication of these findings underscores the imperative of professional learning models for school leaders that are sensitive to the unique context of each school, their bespoke opportunities and challenges, and the rapid advancements in digital technologies.

Endowed Schooling in Ireland: A History of Deceit?

ABSTRACT Between the sixteenth and nineteenth centuries, various charitable, endowed or “free” schools were established in Ireland with a view to providing schooling, initially for children of primary and later secondary school age, the latter being the subject of this article. Sometimes these schools were state initiatives, such as the parish and diocesan schools, established by Henry VIII and Elizabeth I respectively, but mostly they were voluntary undertakings, Protestant in ethos, such as the schools of the Erasmus Smith Trust, the Kildare Place Society and the Society for Discountenancing Vice. Catholics tended to eschew such schools as sites of proselytism and, throughout the period under consideration, represented a small minority of enrolments.

Qualitative research during the COVID19 pandemic: the impact of remote research on the collaborative production of methodological knowledge

ABSTRACT During the COVID19 crisis, school closure was a frequent feature of Government responses. The Children’s School Lives (CSL) national cohort study of primary schooling in Ireland had to be adapted and transferred online as an interim response to the unprecedented impact that the pandemic had on the research environment. Adapting longitudinal qualitative research in response to a global pandemic brought specific challenges. In addition to moving data collection to remote methods, longitudinal studies also needed to maintain a focus on retention of research participants and sustain an analysis that informs the longitudinal design of the study. Based on reflective research practice during the COVID19 pandemic and through the collaborative production of methodological knowledge, this paper contributes to the literature on remote research during times of crisis. However, it also extends this literature as the methodological learning can be applied beyond the very particular circumstances of a pandemic.

Central or peripheral? Uneven Inclusion of Children with Autism in the Early Years of Primary School in Ireland

Central or peripheral? Uneven Inclusion of Children with Autism in the Early Years of Primary School in Ireland

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.

Intergenerational and informal learning in communities

Digital Drop-In is a pilot project that aims to provide an informal social environment where older adults can come together to enhance their digital skills through facilitated informal peer and intergenerational learning (IGL). This qualitative study explores the digital skills assistance provided by a small sample of secondary school students aged 15 to16 years to older adult participants in a series of pilot workshops in a secondary school in Ireland during Autumn 2023. Feedback solicited from participants following completion of the workshops yielded the following preliminary observations. First, from the perspectives of the students, all of whom had volunteered for the project, agreement that the learning experience was successful and that their motivation for volunteering was worthwhile. Second, from the perspective of the older adult participants, there was value in the personalised nature of the one-to-one learner-led exchanges by contrast with instructor-led offerings. Finally, from the perspective of the facilitator, guiding learner-led exchanges in informal social environments requires flexibility to meet the needs of individual learners. In Spring 2024, data are planned to be collected from both generations through an online survey instrument and generational focus groups.When complete, this study will contribute to the field of intergenerational research by exploring the perspectives of mid-teenagers involved in an intergenerational exchange to support the digital skills of older adult community members in Ireland. It has potential to offer a contribution to the field of informal peer learning by proposing the role of a facilitator to guide and support the digital skills knowledge exchange in informal social settings.

Career paths of a university’s pharmacy graduates over 15 years: a cross-sectional evaluation

Abstract Introduction The versatility of a pharmacy degree has evolved over time. Expanding opportunities have emerged for employment in sectors outside those usually associated with the degree. A paucity of international literature evaluating pharmacy graduate career paths over an extended period is apparent – research which could enhance workforce capacity planning. Aim To evaluate trends in graduate career paths from a pharmacy school in Ireland over a fifteen-year period and assess graduate satisfaction with their career path and pharmacy programme. Methods This study utilised a multi-method approach to access graduate career data, using an online survey and publicly accessible information from LinkedIn® profiles. The survey, comprising both Likert scale and multiple-choice questions, was distributed to all the university’s pharmacy graduates from 2007 to 2022. Data from both methods were combined, cross-checked, coded, and analysed quantitatively using descriptive and inferential statistics – whereby p&amp;lt;0.05 denotes statistical significance. Results Data were obtained on 556/798 pharmacy graduates (69.7%), comprising 203 survey responses (25.4% response rate) and 353 LinkedIn profiles. Community pharmacy was the most common current employment sector (47.7%), followed by industry (21.5%), hospital (17.7%), and academia (6.1%). The percentage working in patient-facing settings ranged from 79.5% (2022) to 36.7% (2010). More recent graduates (≤5 years post-graduation) were significantly more likely (p&amp;lt;0.05) to work in a patient-facing role versus those who graduated &amp;gt;5 years ago (Figure 1). Over half of graduates not primarily working in community pharmacy (61.1%) had previously held a full-time community pharmacist role. Post-graduate education was undertaken by 41.3% of graduates, with the lowest uptake amongst community pharmacists (13.7%). Overall, career satisfaction from the survey was high (88.2%) although significantly lower for those in patient-facing (82%) versus non-patient-facing roles (97.5%). Satisfaction with the pharmacy degree programme was high (84.7%). Conclusion While limited to data from one pharmacy school, this study provides the first analysis of graduate career paths over an extended period and highlights the wide-ranging professional possibilities available to graduates. Furthermore, this represents a springboard for additional research to inform pharmacist workforce planning worldwide through career-path evaluation – ultimately aiming to avoid potentially significant implications of shortages in the patient-facing pharmacy workforce.

“Authoritative Evidence” or Personal Ideology? Rev. Professor Timothy Corcoran and the Primary School Curriculum in Ireland in the 1920s

ABSTRACT By the time political independence was achieved in the 1920s in Ireland, its national education system over the previous century had been underpinned by imperial ideology and values. In the early 1920s, curriculum planning was influenced by the post-revolutionary and post-war context and, unsurprisingly, placed an emphasis on building nationhood and a distinct Irish identity for the Irish Free State. Central to this curriculum planning was Rev. Professor Timothy Corcoran who acted as an external advisor to the 1922 and 1926 conferences that developed primary curriculum policy. This article explores and assesses the influence, impact and legacy of Corcoran through an analysis of his prolific writings as they related to the primary school curriculum. The analysis reveals that Corcoran’s thinking, more than that of any other stakeholder in the era, was uniquely influential in determining the philosophy, content and pedagogies prevalent in primary schools in Ireland until the 1970s.

The Professional Development Needs of Hospital Teachers in Ireland: An Exploratory Case Study.

In Ireland, hospital schools comprise a very small component of the overall primary and post-primary education system. Indeed, there are only seven hospital schools employing a total of 21 teachers nationally. Given the size and uniqueness of this education setting, opportunities for teacher continuous professional development are limited. This qualitative research study examined Irish hospital teachers' perceptions of their continuing professional development needs using a case study approach. The research captured the perspectives of 19 teachers currently teaching in seven hospital schools in Ireland. Data consisted of responses to an anonymous online questionnaire and two focus groups designed to examine and interpret the questionnaire data. Thematic analysis was conducted on all data collected. The findings revealed that Irish hospital teachers have a clear shared perception of the professional development needs both for newly hired and currently practising hospital teachers. Hospital schools are a very small, but a very important component of education in Ireland, and the professional needs identified are specific to this unique context. Teachers working in this context must be supported so that they can provide the education that the pupils, who must access this service, deserve.

“What does well-being mean to me?” Conceptualisations of well-being in Irish primary schooling

PurposeThe purpose of this study is to understand the meaning of the term well-being as conceptualised by parents, grandparents, principals and teachers in the Irish primary education system.Design/methodology/approachA hermeneutic phenomenological approach was adopted to understand the nature and meaning of the phenomenon of well-being. Interviews were carried out with 54 principals, teachers, parents and grandparents from a representative sample of primary schools in Ireland. Each participant was asked the same, open, question: “What does well-being mean to you?” Responses were transcribed verbatim and analysed using a combination of the principles of the hermeneutic circle and Braun and Clarke’s framework for thematic analysis.FindingsThree conceptualisations of well-being were identified (1) well-being is about being happy, (2) well-being is about being healthy and safe and (3) well-being is something you “do”.Originality/valueTo the best of our knowledge this paper is the first of its kind to describe how well-being is conceptualised by adults in Irish primary school contexts. In particular it highlights how neoliberal conceptualisations of well-being as a “thing”, a commodity exchanged on assumptions of individualism, moralism and bio-economism, have crept into the education of our youngest citizens.

Developing culturally responsive school leaders in Ireland and Spain. The evolving role of professional development

ABSTRACT Recent migration patterns have had a profound impact on education systems becoming more diverse in their student body but also influencing school climate and resource provision. A multisite case study approach and semi-structured interviews with 13 principals and 17 teachers were used to identify the challenges and opportunities for culturally responsive leadership in schools in Ireland and Spain. The findings provide an overview of the complex situations faced by school leaders in both countries in terms of professional development for school leaders and teachers. At the heart of the findings is the argument that any efforts to enhance the culturally responsive capacities of school leaders will depend on the enhancement of current professional development opportunities and the creation of new ones. The data indicates that imperative applies not only to school leaders but to the school community as a whole. As with all comparative papers, there are points of similarity and points of divergence, and it is through exploring these that we can see a possible way forward for the development of school leaders in Spain, Ireland and other international contexts.

Predictors of dual-language literacy attainment in Irish-English bilinguals

ABSTRACT The aim of this study is to examine which predictor variables are related to literacy attainment in Irish (Gaelic)-English bilinguals. The participants were in their second (n = 115) and third (n = 125) year of schooling in Ireland and were drawn from both native speaker and new speaker backgrounds. The constructs of phonemic awareness, verbal fluency (RAN) and verbal short-term memory were investigated as predictors of Irish word reading accuracy and spelling. The results indicate that the predictors of Irish and English literacy attainment differ, though phonemic awareness is the most effective predictor of literacy attainment in each language. Notably, the Irish predictor tasks were significant predictors of English literacy attainment, while the English predictor tasks were not significant predictors of Irish literacy attainment, supporting the unidirectional transfer of skills from Irish to English in this cohort. The implications of this study highlight the importance of developing bilingual screening and diagnostic assessments for literacy in the Irish-English context, something which is currently lacking.

A spatial examination of alcohol availability and the level of disadvantage of schools in Ireland

BackgroundThe availability of alcohol is a major factor in underage drinking and according to the alcohol harm paradox, those living in more deprived communities are more susceptible to the negative consequences of alcohol use, despite drinking the same or less than those from more affluent areas. Alcohol availability within the vicinity of the home or school normalises alcohol for schoolchildren. For the first time in the Republic of Ireland, this study examines the number of premises licensed to sell alcohol within 300 m of all schools in Ireland and differences in this number between disadvantaged and non-disadvantaged schools.MethodsUsing publicly available data from the Department of Education and Revenue, the addresses of all schools (n = 3,958) and all premises with at least one liquor licence (n = 14,840) were geocoded and analysed using the Geographic Information System software, Quantum GIS (QGIS). Schools were identified by their disadvantaged classification using the HP Pobal Deprivation Index and the number of liquor licences within 300 m of each school type was examined. To test for significant differences between schools’ level of disadvantage, a combination of Mann-Whitney U tests, Kruskal-Wallis tests and Dunn-Bonferroni tests were used.ResultsThere was a mean of two licenced premises within 300 m of all schools in Ireland, but when disadvantaged schools were compared to non-disadvantaged schools, there was a significantly higher number of licenced premises around disadvantaged schools (p < .001). Primary schools are further classified according to their level of disadvantage and the results indicated that those schools classified as the most disadvantaged had a significantly greater number of liquor licences within 300 meters (p < .001). There was no significant difference in density of licenced premises when comparing disadvantaged secondary schools with non-disadvantaged secondary schools (p = .705).ConclusionIreland is considering increasing alcohol availability through the Sale of Alcohol Bill, 2022. However, this analysis indicates already problematic numbers of licenced premises within close proximity of schools in Ireland. It is essential that the harms associated with alcohol availability are considered, especially for those living and attending school in disadvantaged communities, where higher numbers of licenced premises were identified.