Second-level Schools In Ireland Research Articles

Protocol of a cluster randomised trial of BodyKind: a school-based body image programme for adolescents

BackgroundPoor body image is prevalent among adolescents and associated with several negative outcomes for their physical and psychological health. There is a pressing need to address this growing public health concern, yet there are few evidence-informed universal programmes for older adolescents that address contemporary body image concerns (i.e., social media). BodyKind is a four lesson, school-based, teacher led, universal body image programme that incorporates empirically supported principles of cognitive dissonance, self-compassion, compassion for others and social activism, to support positive body image development. Building on previous pilot trials in the USA, this paper outlines the protocol for a cluster randomised control trial (cRCT) and implementation evaluation of the BodyKind programme which was culturally adapted for the Irish cultural context.MethodsWe aim to recruit 600 students aged 15-17 years in Transition Year (4th year) across 26 second-level schools in Ireland. Using minimisation, schools will be randomly assigned to receive BodyKind (intervention condition, n=300) or classes as usual (waitlist control, n=300). Teachers in intervention groups will receive training and deliver the programme to students over four weeks, at a rate of one lesson per week. Primary outcomes of body appreciation, body dissatisfaction and psychological wellbeing and secondary outcomes of self-compassion, compassion for others, body ideal internalisation, social justice motives and appearance-based social media use will be assessed at pre-, post- and 2 month follow up. Mediation and moderation analyses will be conducted to identify how and for whom the intervention works best. An implementation evaluation will assess the quality of programme implementation across schools and how this may influence intervention outcomes. Waitlist control schools will receive the programme after the 2-month follow up.ConclusionThis study will be the first to implement a cRCT and an implementation evaluation to assess the impact of this multicomponent school-based body image programme designed to support healthy body image development. If shown to be effective, BodyKind will have the potential to improve adolescent body image and wellbeing and inform efforts to implement sustainable and scalable programmes in schools.Trial registrationThe trial was retrospectively registered on 10/10/2023 on ClinicalTrials.gov NCT06076993.

O.4.3-4 Associations between screen-time media use, physical activity, and positive and negative mental health outcomes among adolescents in Ireland: a cross-sectional study

Abstract Purpose Understanding the individual and joint associations of positive and negative mental health with screen-time and physical activity (PA) among adolescents is essential to develop enhanced guidance for prevention strategies and appropriate interventions. Methods Participants (n=879, n = 463 female, mean age 14.71 (SD = 1.51) years) from second-level schools in Ireland completed a battery of well-validated questionnaires assessing hours of daily screen-time use (TV, computer, and phone), PA levels (PACE+) (low (0–2 day/week), moderate (3–4 day/week), or high (5+day/week), and mental health outcomes (anxiety (STAI-Y2) and depressive symptoms (QIDS) and positive mental health (MHC-SF)). Multiple linear regressions examined associations between screen-time, PA and mental health and one-way ANOVA’s examined differences in mental health outcomes between screen-time mode and use categories (none (0 hours), low (0.5-1.5 hours), moderate (2-4.5 hours), and high (5+ hours)). Cohen’s d effect size and 95% confidence intervals quantified the magnitude of the difference. Results Higher computer (β=0.112, p≤0.001) and phone use (β=0.138, p≤0.001) were associated with higher depressive symptoms. Higher TV use (β=-0.111, p≤0.002) and PA levels (β=-0.123, p≤0.001) were associated with lower anxiety symptoms. Higher phone use (β=0.113, p≤0.002) and PA levels (β=0.116, p≤0.001) were associated with higher positive mental health. The magnitude of differences in depressive and anxiety symptoms across screen-time use categories were largely small-to-moderate (d = 0.02 to 0.67) and in positive mental health, ranged from small to large (d = 0.03 to 0.88). The sample was then stratified by PA level to assess the potential moderating influence of PA on the screen-time-mental health association, with mixed results. Conclusions Results are among the first findings regarding the relationship between screen-time mode and PA levels with mental health, particularly positive mental health among adolescents in Ireland. Associations of screen-time and PA with mental health outcomes varied according to PA level and screen-time mode. The variation in these findings suggest the need to investigate the context of screen-time use and the screen-time activity engaged with. These results suggest that not all screen-time is detrimental and some, in moderation, may be beneficial for mental health. Future research should investigate longitudinal associations between screen-time, PA, and mental health. Support/Funding Source N/A

Why are students attending fee-charging second-level schools in Ireland more likely to progress to high-demand university degree courses? Evidence from the Growing Up in Ireland longitudinal survey

ABSTRACT A small minority of Irish students attend fee-charging second-level schools. However, media analyses of the backgrounds of those students who go on to more sought-after tertiary educational institutions or degree courses suggest that a disproportionate number of them were attendees at fee-charging schools. There are a few reasons why this might be the case. In this analysis, the longitudinal data points of the Growing Up in Ireland (GUI) study are exploited to weigh up the evidence behind differing explanations. An estimated measure of Leaving Certificate success was generated for 3105 participants in wave 4 of the GUI. From waves 1 and 2, the ability of those participants was calculated based on their performance in several standardised tests taken prior to attending second-level school. The analysis found that while the students who attended fee-charging schools were about 9% ahead in Leaving Certificate performance, they had roughly the same lead in measured ability on entry into the second-level schools. The analysis found a significant but marginal positive effect on attending private schools. This result is in line with the general international findings. Ireland’s hybrid funding structure for fee-paying schools is discussed. Gender and household income effects were noted.

Good schools or good students? The importance of selectivity for school rankings

ABSTRACT This paper uses a rich set of student background characteristics to estimate the value added of second-level schools in Ireland. We show that there is a considerable degree of reranking of schools when we move from analysing raw outcomes to value added; in many cases the best performing schools in raw terms are not the best in value-added terms. We show that, contrary to popular perception, fee-paying schools do not add higher value than other schools. A simulation exercise suggests that if parents chose the best value-added school from among the set of feasible schools, then this reallocation of students has the potential to increase academic achievement substantially.

How school ethos influences the integration of newly arrived migrant students into second level schools in Ireland and Malta

This is the first empirical study to explore how ethos influences the integration of Newly Arrived Migrant Students (NAMS) into second level schools in the Republic of Ireland and Malta.Drawing on semi-structured interviews with school leaders, teachers, and parents, the article focuses on the role of ethos in the school-led integration practices in two schools - one in Ireland and the other in Malta. Although both are schools with a denominational ethos, the two units of study are located at either end of the European Union, with very different profiles and contexts. Findings suggest that, although expressed differently depending on local circumstances and traditions, for both schools, their ethos is a primary factor in their approach to integrating NAMS.While the study is carried out in Ireland and Malta, it is also of interest to other jurisdictions where schools are faced with increasing numbers of NAMS and growing diversity amongst their student populations.

Beyond inclusion: trans and gender diverse young people’s experiences of PE and school sport

ABSTRACT There is a dearth of research with LGBTQI+ youth in PE and school sport, with particularly deep silences in relation to trans youth. Drawing from a qualitative study with trans and gender diverse youth in second-level schools in Ireland, this paper explores how trans and gender diverse young people are negotiating PE and school sport. A total of nineteen trans and gender diverse young people participated in this study; thirteen young people participated in semi-structured interviews while twelve young people took part in three arts-based workshops. In this paper, we home in on the modalities of inclusion experienced by trans and gender diverse young people as they navigated gendered classification and ordering practices in PE and school sport. Leaning on theoretical insights into the politics of inclusion for LGBTQI+ people, we demonstrate the limited effects of supporting trans and gender diverse young people via individualising methods of inclusion when PE and school-based sport are predicated so fundamentally on an intensely policed cis-heteronormative gender binary. Ultimately, the accounts of the young people in this study steer us towards the necessity to move beyond individualist modalities of inclusion and reimagine the architecture of gender at work in PE and school sport.

Effects of an 8-Week Intervention Targeting the Veridicality of Actual and Perceived Motor Competence Among Irish Adolescents in Project FLAME.

High levels of perceived motor competence and low levels of actual motor competence in youth populations have been reported world-wide. Both perceived and actual motor competence have been deemed independent correlates of health and physical activity (PA) behavior, and past research has indicated that their alignment may be linked to more consistent PA. Moreover, there is potential for a movement-based intervention to strengthen the alignment between perceived and actual motor competence, perhaps then guiding future health, PA, and community sport engagement globally. Thus, the objective of this study was to investigate the effectiveness of an 8-week movement-based intervention on increasing the alignment (i.e., veridicality) between PMC and AMC among Irish adolescent youth. We collected data on adolescents (n = 324; females = 149; M age = 14.5, SD = 0.88 years) across six second-level schools in Ireland, including measurements of actual and perceived, motor competence at pre- and post-intervention. We observed low levels of actual in contrast to high levels of perceived motor competence. We found a small but significant veridical alignment between perceived and actual motor competence, but there was no intervention effect on alignment. Future research should prioritize a longer intervention duration that targets student learning and understanding in order to develop veridical perceptions in adolescents that might sustain their participation in PA.

‘What Kind of Education System are We Offering’: The Views of Education Professionals on School Refusal

In recent years, there has been a growing concern about the issue of school refusal, particularly given the adverse effects on young people’s social, emotional and educational development. School refusal is understood differently within contemporary literature; as a symptom of an underlying mental illness or disorder, or alternatively, as a signal that all is not well in the young person’s world. These varying construal’s have important implications for education responses to school refusal. This study explores education professionals' views and experiences of school refusal within second level schools in Ireland. The findings from seventeen in-depth interviews highlight the complex nature of school refusal and unique challenges it presents for professionals, young people and parents. Key themes include emotional and psychological distress experienced by young people and their exposure to adverse childhood experiences and trauma; the influence of family socio economic status and unequal access to support services and resources; the pressures for academic achievement and resulting conflictual relationships within the school environment and between home and school. This study highlights the need for trauma-informed approaches in schools and urges future research to consider school refusal within wider debates on social justice and the goals and purposes of education.

Investigating the Age-Related Association between Perceived Motor Competence and Actual Motor Competence in Adolescence.

Irish adolescents have been found to possess high perceptions of motor competence. However, there is an evidential value to investigating the strength of the relationship between adolescent perceptions of motor competence and their low levels of actual motor competence. The purpose of this research was to gather data on the fundamental, functional, and perceived motor competence in adolescents, differentiated by year group, to discern if participants could assess their perceptions of ability. Data were collected on adolescents (N = 373; mean age: 14.38 ± 0.87 years; 47.7% female) across six second-level schools in Ireland, including measurements of fundamental movement skills, functional movement, and perceived motor competence. Poor levels of fundamental and functional movement were observed, with significant differences between year groups detected. Participants in 1st year scored the highest in overall fundamental movement skills; however, for overall functional movement, 3rd-year participants scored highest. High levels of perceived motor competence were reported across the entire sample. These scores did not align with actual motor competence, nor did any alignment between these measurements improve with aging, countering theorized age-related associations. Future research should target low levels of actual motor competence while emphasizing the cognitive aspects of movement to ensure greater accuracy between actual and perceived motor competence.

Careers in dairy: adolescents perceptions and attitudes

ABSTRACTPurpose: This paper examines the attitudes and perceptions of Irish adolescents towards potential careers in dairy farming within the context of generational renewal for a dynamic agri-food sector.Design/methodology/approach: The lens of occupational choice theory was used to present a framework within which potential careers are considered. A questionnaire-survey was undertaken with 490 Irish adolescents (15–18 yrs).Findings: While parents have the greatest influence on the career choices of adolescents, there was a positive correlation between studying agricultural science in school and considering an agricultural related career. Adolescent's attitudes towards careers in dairy farming were subject to perceptions about gender, farm ownership, potential income and work-life balance. There was a high degree of openness to gaining work experience on dairy farms.Practical implications: With an increased interest in agricultural science in second level schools in Ireland, the findings point to opportunities to influence awareness and attitudes of adolescents and their parents about career possibilities in dairy farming and to encourage both familial and non-familiar generational renewal.Theoretical implications: The paper contributes an understanding of career choices and aspirations in adolescence to add to the growing body of literature on generational renewal in farming.Originality/value: This paper focuses specifically on dairy farming, providing more detailed information about adolescents’ perceptions of dairy farming careers. The study highlights the positive relationship between studying agricultural science in school and subsequent interest in agricultural related careers. The results indicate that generation renewal in agriculture can be enhanced by giving increased attention to agriculture in school curricula.

Good Schools or Good Students? The Importance of Selectivity for School Rankings

This paper uses a rich set of student background characteristics, including early measures of cognitive and non-cognitive skills, to estimate the value added of second-level schools in Ireland. Although there are high performing schools in both raw and value-added terms, there is a considerable degree of reranking of schools when we move to value added. In many cases the best performing schools in raw terms are not the best in value-added terms. In addition we find that parents tend to choose schools on the basis of raw results rather than value added. We estimate that if parents chose the best value-added school from among the set of feasible schools, then this reallocation of students would increase academic achievement substantially.

Learning with digital video in second level schools in Ireland

Research indicates that teenagers and young adults of second level school age in Ireland are increasingly immersed in world of technology. Online video accounts for much of their time spent online, and is often used for education purposes. While Irish government initiatives such as the Digital Strategy for Schools (2015–2020) aim to encourage integration of technology in the school system, exposure to technology continues to occur predominately outside the school setting. This study begins by examining this context, paying particular attention to the growth of online video. Following this the educational value of video is discussed, along with strategies and tools for its integration in the classroom. In the methodology section, the process of integrating digital video into eight second level classes is explained, including trainee teachers involvement. Findings presented indicate that second level students predominantly value the use of digital video as a learning tool due to its motivational value, ability to explain concepts and provision of examples and real world scenarios.

The teaching of ethics by religion teachers in second level schools in the Republic of Ireland

ABSTRACTThis article presents an initial exploration of the teaching of ethics by religion teachers in second level schools in Ireland. It is set against the moral issues faced in Irish society and the President's Ethics Initiative. The article examines the difference between the practice of morality and the science of ethics as well as ethical theories and traditions. It provides a brief background to Irish education at second level before turning to the results of the survey. It is the author's view that there is considerable teaching of ethics by religion teachers at second level schools in Ireland.

Ecological Momentary Assessment of Adolescent Problems, Coping Efficacy, and Mood States Using a Mobile Phone App: An Exploratory Study.

BackgroundMobile technologies have the potential to be used as innovative tools for conducting research on the mental health and well-being of young people. In particular, they have utility for carrying out ecological momentary assessment (EMA) research by capturing data from participants in real time as they go about their daily lives.ObjectiveThe aim of this study was to explore the utility of a mobile phone app as a means of collecting EMA data pertaining to mood, problems, and coping efficacy in a school-based sample of Irish young people.MethodsThe study included a total of 208 participants who were aged 15-18 years, 64% female (113/208), recruited from second-level schools in Ireland, and who downloaded the CopeSmart mobile phone app as part of a randomized controlled trial. On the app, participants initially responded to 5 single-item measures of key protective factors in youth mental health (formal help-seeking, informal help-seeking, sleep, exercise, and sense of belonging). They were then encouraged to use the app daily to input data relating to mood states (happiness, sadness, anger, stress, and worry), daily problems, and coping self-efficacy. The app automatically collected data pertaining to user engagement over the course of the 28-day intervention period. Students also completed pen and paper questionnaires containing standardized measures of emotional distress (Depression, Anxiety, and Stress Scale; DASS-21), well-being (World Health Organization Well-Being Index; WHO-5), and coping (Coping Strategies Inventory; CSI).ResultsOn average the participants completed 18% (5/28) of daily ratings, and engagement levels did not differ across gender, age, school, socioeconomic status, ethnicity, or nationality. On a scale of 1 to 10, happiness was consistently the highest rated mood state (overall mean 6.56), and anger was consistently the lowest (overall mean 2.11). Pearson correlations revealed that average daily ratings of emotional states were associated with standardized measures of emotional distress (rhappiness=–.45, rsadness=.51, ranger=.32, rstress=.41, rworry=.48) and well-being (rhappiness=.39, rsadness =–.43, ranger=–.27, rstress=–.35, rworry=–.33). Inferential statistics indicated that single-item indicators of key protective factors were related to emotional distress, well-being, and average daily mood states, as measured by EMA ratings. Hierarchical regressions revealed that greater daily problems were associated with more negative daily mood ratings (all at the P<.001 level); however, when coping efficacy was taken into account, the relationship between problems and happiness, sadness, and anger became negligible.ConclusionsWhile engagement with the app was low, overall the EMA data collected in this exploratory study appeared valid and provided useful insights into the relationships between daily problems, coping efficacy, and mood states. Future research should explore ways to increase engagement with EMA mobile phone apps in adolescent populations to maximize the amount of data captured by these tools.Trial RegistrationClinicaltrials.gov NCT02265978; http://clinicaltrials.gov/ct2/show/NCT02265978 (Archived by WebCite at http://www.webcitation.org/6mMeYqseA).

A profile of mathematics instruction time in Irish second level schools

Similar to counties such as the UK and Netherlands, second level schools in Ireland are free to decide how to allocate instruction time between curriculum subjects. This results in variations between the quantum of time allocated to teaching mathematics in different schools and between different class groups within the same school. This quantitative study builds a profile for both lower second level (Junior Cycle) and upper second level (Senior Cycle) mathematics instruction time in Ireland. The results of the study highlight that although the proportion of time is on par with the OECD average, there are many issues of concern regarding instruction time in Ireland. These include the short length of the school year, experimentation with new teaching approaches, the high number of subjects studied, variations between individual school and class group allocations and the number of classes that do not take place.

Making mathematics and science integration happen: key aspects of practice

The integration of mathematics and science teaching and learning facilitates student learning, engagement, motivation, problem-solving, criticality and real-life application. However, the actual implementation of an integrative approach to the teaching and learning of both subjects at classroom level, with in-service teachers working collaboratively, at second-level education, is under-researched due to the complexities of school-based research. This study reports on a year-long case study on the implementation of an integrated unit of learning on distance, speed and time, within three second-level schools in Ireland. This study employed a qualitative approach and examined the key aspects of practice that impact on the integration of mathematics and science teaching and learning. We argue that teacher perspective, teacher knowledge of the ‘other subject’ and of technological pedagogical content knowledge (TPACK), and teacher collaboration and support all impact on the implementation of an integrative approach to mathematics and science education.

An Integrated Approach to the Teaching and Learning of Science and Mathematics Utilizing Technology � The Teachers' Perspective

The concept and importance of curriculum integration in Science and Mathematics has come to the fore in the recent years (Czerniak, 2007). Ireland's Science and Mathematics performance is well documented and extensively reported in the media and elsewhere (e.g. Expert Group on Future Skills Needs, 2008; Task Force on the Physical Sciences, 2002). Concern primarily lies with the post-primary students' underperformance in science and mathematics, coupled with a failure to make a successful transition to third level scientifically and mathematically orientated undergraduate courses. The aim of this study was to design, develop, implement and evaluate an integrated approach to the teaching and learning of Science and Mathematics in second level schools in Ireland. This was undertaken through the integration of a handheld graphic calculator known as ‘TI-Nspire’ into first year classes (age 12 -13 year olds) of science and mathematics. This integration was assisted by the development and implementation of a unit of learning on distance, speed and time, with specific lesson plans which integrated the teaching and learning of both subjects by utilising the TI-Nspire. The methodology of this research project was an exploratory year-long case study of three second level schools in Ireland and their implementation of the unit of learning in their respective schools. This paper focuses on the teachers' perspective of the integration of mathematics and science teaching and learning utilising technology. The study was qualitative in nature and was evaluated through a teacher's perspective where a teacher focuses on group interviews and independent lesson observations. The key finding emerging from the data is that the integration of mathematics and science was lost in coping with the technology demands required in implementing the unit of learning.

Lesbian and gay teachers’ experiences of ‘coming out’ in Irish schools

Lesbian, gay and bisexual teachers have struggled with managing their sexual identities in contexts where heteronormative policing has resulted in deep silences and misrepresentation. However, many teachers have tried to counter this by ‘coming out’ or engaging with a process of disclosure. This paper draws on qualitative research with eight self-identified lesbian and gay teachers in primary and second-level schools in Ireland. Findings suggest that, for these teachers, the process of disclosure is valuable and fulfils a desire for openness and honesty. However, they continue to struggle with their teacher identities and aspects of their school culture. This paper argues that the complexities faced by these teachers in negotiating the process of disclosure are an illustration of the privileged position afforded heterosexuality in the Irish education system and the dividends that accrue to those who occupy a ‘normal’ sexual identity.

Practical Work in Ireland: A Time of Reform and Debate

This paper describes and discusses the role of practical work in science education in Ireland. The 2002 report of a government Task Force on the Physical Sciences, set up to consider the problems facing the teaching of the physical sciences in second-level schools in Ireland, has resulted in rapid reform of the science curriculum at both junior and senior secondary school level. Whilst practical work has a long and varied history in science education in Ireland, it was only in 2003 that practical work became compulsory with the introduction of a new Junior Certificate science syllabus for students in the 12 – 15 year old age group. The paper describes the two types of practical work introduced in the syllabus and discusses the results of a survey carried out by the Irish Science Teachers’ Association to ascertain the response of teachers to this practical work. Compulsory practical work has also been introduced into physics, chemistry and biology at senior secondary school level (ages 16 – 18). The paper reports on a research study to evaluate the effectiveness of a proposed new assessment model for practical work involving the use of a visiting examiner to interview students and examine their ability to carry out tasks in the school science laboratory. The main finding was that the new model provided a more valid and fairer assessment of students’ ability in the area of practical work.

Putting professional development into action by putting action into professional development in second level schools in Ireland?

Teacher professional development at second level in Irish schools has become an important issue for those of us concerned about ensuring quality teaching and learning in the classroom. In-service providers are aware that the models of provision that have been used in the past are no longer adequate to meet the professional needs of a modern teaching force. This article explores the nature of action research as a possible vehicle to provide opportunities for quality professional development for teachers. The article examines how the newly formed Second Level Support Service and the School Development Planning initiative might provide the impetus for a change in policy and a context for an action research approach to facilitating quality teacher professional development.