Meeting the needs of modern students?, Selina McCoy
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Feb 26, 2025
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About This Presentation
NAPD Annual Symposium
“Equity in our Schools: Does the system deliver for all young people?”
Slide Content
Meeting the needs of
modern students?
Professor Selina McCoy
Head of Education Research, ESRI
NAPD Annual Symposium
“Equity in our Schools: Does the system deliver for all young people?”
Crowne Plaza Hotel, Dublin
26 February 2025
modern students?
Professor Selina McCoy
Head of Education Research, ESRI
NAPD Annual Symposium
“Equity in our Schools: Does the system deliver for all young people?”
Crowne Plaza Hotel, Dublin
26 February 2025
Outline
02
03
04
Introduction: time of societal change
How are students experiencing school life?
Do they have a meaningful voice?
Single-sex Vs mixed gender schools
Creating inclusive & supportive environments
Key skills needed for the modern world1.
2.
3.
4.
5.
6.
2
02
03
04
Introduction: time of societal change
How are students experiencing school life?
Do they have a meaningful voice?
Single-sex Vs mixed gender schools
Creating inclusive & supportive environments
Key skills needed for the modern world1.
2.
3.
4.
5.
6.
2
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Backdrop
•Schools are at the forefront of key societal changes and
challenges
•Increasingly sites of contestation over deep social questions
•Dealing with the enduring impact of the pandemic
•How are students experiencing school life in today’s Ireland?
•How can all students be best prepared for living in the 2030s
and beyond?
3
Backdrop
•Schools are at the forefront of key societal changes and
challenges
•Increasingly sites of contestation over deep social questions
•Dealing with the enduring impact of the pandemic
•How are students experiencing school life in today’s Ireland?
•How can all students be best prepared for living in the 2030s
and beyond?
3
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Growing Complexity of Need
•Wide diversity across DEIS schools: % of students indicating SEN
ranges from 8.5% to 40% in DEIS schools
•ERC: persistent impacts of socio-economic disadvantage – largely
reflected through student absenteeism and poor attention (Nelis
et al., 2021)
•GUI: School social mix is associated with level of, and growth in,
externalising behaviour
•DEIS-level need in non- DEIS settings – responsiveness of DEIS
programme being addressed
•SCP, HSCL, free school meals programme for students in need
4
Growing Complexity of Need
•Wide diversity across DEIS schools: % of students indicating SEN
ranges from 8.5% to 40% in DEIS schools
•ERC: persistent impacts of socio-economic disadvantage – largely
reflected through student absenteeism and poor attention (Nelis
et al., 2021)
•GUI: School social mix is associated with level of, and growth in,
externalising behaviour
•DEIS-level need in non- DEIS settings – responsiveness of DEIS
programme being addressed
•SCP, HSCL, free school meals programme for students in need
4
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Importance of DEIS Programme
•The evidence clearly highlights the importance of targeted supports
and resources for schools serving socio-economically disadvantaged
populations
•Students in DEIS schools more positive about role their school has
played in their appreciation of art & culture and in opportunities to
participate in sports (girls)
•Students in DEIS schools benefit in terms of curricular provision,
emphasis on literacy skills, their role in decision-making & nature of
interaction with teachers
5
Importance of DEIS Programme
•The evidence clearly highlights the importance of targeted supports
and resources for schools serving socio-economically disadvantaged
populations
•Students in DEIS schools more positive about role their school has
played in their appreciation of art & culture and in opportunities to
participate in sports (girls)
•Students in DEIS schools benefit in terms of curricular provision,
emphasis on literacy skills, their role in decision-making & nature of
interaction with teachers
5
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Short and Long- Term COVID-19 Impact
•When the one relative constant for all students, the classroom, was
removed, it was clear that families possess different resources
(economic, social & cultural) to respond and support their children
•Home learning environments more likely than school learning
environment to reproduce inequalities
•GUI: young people had poorer wellbeing where one/both of their
parents had lost their jobs
•But Pandemic Unemployment Payment played a protective role, with
better adolescent wellbeing in households receiving payment
6
Short and Long- Term COVID-19 Impact
•When the one relative constant for all students, the classroom, was
removed, it was clear that families possess different resources
(economic, social & cultural) to respond and support their children
•Home learning environments more likely than school learning
environment to reproduce inequalities
•GUI: young people had poorer wellbeing where one/both of their
parents had lost their jobs
•But Pandemic Unemployment Payment played a protective role, with
better adolescent wellbeing in households receiving payment
6
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
COVID-19 Impact Contd.
•Our research suggests enduring impact for many:
•On learning (62%), grades (57%), wellbeing (51%)
•Wide variation across schools and students (AEN)
•Attendance continues to be impacted
•Likely impact on school completion rates
•SONC (2024): large rises in non-attendance 2021/22:
•P: 40% missing >20 days ( rural & band 1)
•PP: 27% missing >20 days ( ETB & DEIS)
7
‘I think students are much harder to motivate …They seem to be kind of
much more inward in themselves…I think it's a combination of COVID,
and then your technology and your phones…. We've come out of
COVID, but they haven't come out of their phones.’ (Teacher)
COVID-19 Impact Contd.
•Our research suggests enduring impact for many:
•On learning (62%), grades (57%), wellbeing (51%)
•Wide variation across schools and students (AEN)
•Attendance continues to be impacted
•Likely impact on school completion rates
•SONC (2024): large rises in non-attendance 2021/22:
•P: 40% missing >20 days ( rural & band 1)
•PP: 27% missing >20 days ( ETB & DEIS)
7
‘I think students are much harder to motivate …They seem to be kind of
much more inward in themselves…I think it's a combination of COVID,
and then your technology and your phones…. We've come out of
COVID, but they haven't come out of their phones.’ (Teacher)
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
COVID still impacting?
8
15.8%
14.3%
15.2%
14.3%
10.0%
46.2%
42.3%
35.6%
33.9%
30.3%
38.0%
43.4%
49.2%
51.8%
59.7%My overall learning
My grades/academic performance
My wellbeing
My social and leisure activities
My plans for the future
To a great extentA littleNo imapct
COVID still impacting?
8
15.8%
14.3%
15.2%
14.3%
10.0%
46.2%
42.3%
35.6%
33.9%
30.3%
38.0%
43.4%
49.2%
51.8%
59.7%My overall learning
My grades/academic performance
My wellbeing
My social and leisure activities
My plans for the future
To a great extentA littleNo imapct
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Do students have a meaningful voice?
•Overall, 43% report liking school, but many are neutral.
•Dip in 2
nd
year and socially structured
•Vast majority feel teachers listen to them and encourage
them to express opinions; lower for students with AEN
•Critical of role in decision-making at school:
•More positive in DEIS & ETB schools (Skerritt et al., 2021)
•Students with additional needs less positive
•Participation of Children and Young People in Decision- making Action
Plan 2024- 2028
9
Do students have a meaningful voice?
•Overall, 43% report liking school, but many are neutral.
•Dip in 2
nd
year and socially structured
•Vast majority feel teachers listen to them and encourage
them to express opinions; lower for students with AEN
•Critical of role in decision-making at school:
•More positive in DEIS & ETB schools (Skerritt et al., 2021)
•Students with additional needs less positive
•Participation of Children and Young People in Decision- making Action
Plan 2024- 2028
9
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Student Voice
10
12%
5% 5%
44%
20% 19%
0%
10%
20%
30%
40%
50%
60%
I feel like teachers listen to
me when I share an idea or
opinion
I feel that I have a say in
what happens at my school
I feel that if I wanted to
make a change to
something in my school I
would be listened to
Strongly agreeAgree
Student Voice
10
12%
5% 5%
44%
20% 19%
0%
10%
20%
30%
40%
50%
60%
I feel like teachers listen to
me when I share an idea or
opinion
I feel that I have a say in
what happens at my school
I feel that if I wanted to
make a change to
something in my school I
would be listened to
Strongly agreeAgree
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Student Voice
•School staff were largely positive regarding opportunities for student voice:
•While students stressed the limited role of the student council:
•More timely and transparent communication iskey to including students:
11
… The board hear what student council are doing, students feel affirmed … students
are not cowed by going to [a] board of management member meeting, the board is
probably more nervous of them! (Principal, non- DEIS school)
If you bring up a problem in the student council they’ll be like, ‘oh yeah, we’ll
look into it’, but they never really do … I don’t think the surveys are ever
really taken into account. We’ve done a million surveys … then just never
heard of again. Nothing changed. (5
th
year focus group, fee-charging school)… They should give us the reasons why they’re saying ‘No’ … We are kind of senior people in
the school as well, and we don't want to just [follow] things for the sake of it. We should be
involved a lot more. (Fifth year focus group, non-DEIS school)
Student Voice
•School staff were largely positive regarding opportunities for student voice:
•While students stressed the limited role of the student council:
•More timely and transparent communication iskey to including students:
11
… The board hear what student council are doing, students feel affirmed … students
are not cowed by going to [a] board of management member meeting, the board is
probably more nervous of them! (Principal, non- DEIS school)
If you bring up a problem in the student council they’ll be like, ‘oh yeah, we’ll
look into it’, but they never really do … I don’t think the surveys are ever
really taken into account. We’ve done a million surveys … then just never
heard of again. Nothing changed. (5
th
year focus group, fee-charging school)… They should give us the reasons why they’re saying ‘No’ … We are kind of senior people in
the school as well, and we don't want to just [follow] things for the sake of it. We should be
involved a lot more. (Fifth year focus group, non-DEIS school)
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
School Gender Mix
•Increasing % attending coed schools, but change is slow
•Students, regardless of attending single-sex or
coeducational schools, favoured coed settings, while
preferences varied among staff & parents
•Although some students believed their school’s gender
mix supported their learning and preparedness for the
future, < 20% in single-sex schools preferred their
school’s gender mix, compared to 90% in coed schools
12
School Gender Mix
•Increasing % attending coed schools, but change is slow
•Students, regardless of attending single-sex or
coeducational schools, favoured coed settings, while
preferences varied among staff & parents
•Although some students believed their school’s gender
mix supported their learning and preparedness for the
future, < 20% in single-sex schools preferred their
school’s gender mix, compared to 90% in coed schools
12
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Reasons for Gender-Mix Preference
13
Reasons for Gender-Mix Preference
13
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Single- sex vs coeducational schools
14
36%
8%
14%
30%
10%
24%
34%
82%
62%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Academically Socially Personally
Single sex betterNeutralMixed better
Single- sex vs coeducational schools
14
36%
8%
14%
30%
10%
24%
34%
82%
62%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Academically Socially Personally
Single sex betterNeutralMixed better
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Where do we go from here?
•The scale of the preference students expressed for coeducation was a
surprise
•what other surprises might an open conversation across the whole
school community prompt?
•Important to recognise many students very happy in their single-sex
schools, if not about them being single-sex
•Many teachers and other school staff felt their school gender mix was
optimum for learning and preparation for the future across both single-sex
& coed schools
•No clear academic performance effects, but some evidence of protective
effects for boys’ wellbeing and engagement in single sex schools and sports
participation, for girls and boys in single sex schools
Where do we go from here?
•The scale of the preference students expressed for coeducation was a
surprise
•what other surprises might an open conversation across the whole
school community prompt?
•Important to recognise many students very happy in their single-sex
schools, if not about them being single-sex
•Many teachers and other school staff felt their school gender mix was
optimum for learning and preparation for the future across both single-sex
& coed schools
•No clear academic performance effects, but some evidence of protective
effects for boys’ wellbeing and engagement in single sex schools and sports
participation, for girls and boys in single sex schools
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Illustrative example of need for conversation:
“I think it’s wrong, this lobby that tries to say “it’s unnatural and it’s inhumane and it’s all these things”.
No it’s not. If a parent and a child make this decision it has to be respected. I don’t think anybody can
railroad something through. There’s no appetite for it here, I’m not hearing students saying to me that
they want to be in a mixed school, I’m not hearing parents saying it to me.” (Principal, All Girls’ School).
In the survey responses from that principal’s school, 86 students stated that
they would prefer to be coeducational, 20 were neutral & just 13 stated a
preference for single sex.
Only 1 strongly preferred single sex where 38 strongly preferred
coeducational.
Illustrative example of need for conversation:
“I think it’s wrong, this lobby that tries to say “it’s unnatural and it’s inhumane and it’s all these things”.
No it’s not. If a parent and a child make this decision it has to be respected. I don’t think anybody can
railroad something through. There’s no appetite for it here, I’m not hearing students saying to me that
they want to be in a mixed school, I’m not hearing parents saying it to me.” (Principal, All Girls’ School).
In the survey responses from that principal’s school, 86 students stated that
they would prefer to be coeducational, 20 were neutral & just 13 stated a
preference for single sex.
Only 1 strongly preferred single sex where 38 strongly preferred
coeducational.
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Creating inclusive environments
Students with AEN:
•Greater difficulties in interactions with peers & teachers
•Transition difficulties – particularly for students with specific learning &
general learning disabilities
•Students with socio-emotional difficulties less likely to progress to college,
all else being equal
•DARE applications much greater among more highly educated families
•Role of disability in expectations; just 1/3 of students feel expectations
consistent with teachers …. Impact on self-concept and decision- making
•More critical of school preparing them for adult life, independent living,
career decisions (self-determination skills)
•Disjunction between Dept Education and HSE in post-school provision
17
Creating inclusive environments
Students with AEN:
•Greater difficulties in interactions with peers & teachers
•Transition difficulties – particularly for students with specific learning &
general learning disabilities
•Students with socio-emotional difficulties less likely to progress to college,
all else being equal
•DARE applications much greater among more highly educated families
•Role of disability in expectations; just 1/3 of students feel expectations
consistent with teachers …. Impact on self-concept and decision- making
•More critical of school preparing them for adult life, independent living,
career decisions (self-determination skills)
•Disjunction between Dept Education and HSE in post-school provision
17
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
In-School Supports
•“Good” Supports:
•Proactive rather than reactive
•Student-centred rather than prescriptive
•Individualised rather than group
•In particular, responsive to specific needs
•“Bad” Supports:
•Reliant on formal diagnosis, which in some cases was not available or
very late in coming
•Emphasised or even created difference from peers rather than
fostering inclusion
•Could not be accessed without “a fight”
18
In-School Supports
•“Good” Supports:
•Proactive rather than reactive
•Student-centred rather than prescriptive
•Individualised rather than group
•In particular, responsive to specific needs
•“Bad” Supports:
•Reliant on formal diagnosis, which in some cases was not available or
very late in coming
•Emphasised or even created difference from peers rather than
fostering inclusion
•Could not be accessed without “a fight”
18
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Student Wellbeing & Life Satisfaction
•Recent survey: 85% of PP students rate physical health good to excellent,
but only 60% rate mental health so
•Poorer mental health & life satisfaction for students with AEN,
economically vulnerable and girls
•GUI: Girls more than twice as likely as boys to be in the ‘lower self-
esteem’ group; boys in ‘higher self-esteem’ group (11% Vs 6% of girls)
•Wellbeing strongly associated with student belonging and autonomy &
these links are stronger among low socio-economic status students.
Belonging and autonomy account for a significant proportion of the gap
in wellbeing among students with special educational needs
19
Student Wellbeing & Life Satisfaction
•Recent survey: 85% of PP students rate physical health good to excellent,
but only 60% rate mental health so
•Poorer mental health & life satisfaction for students with AEN,
economically vulnerable and girls
•GUI: Girls more than twice as likely as boys to be in the ‘lower self-
esteem’ group; boys in ‘higher self-esteem’ group (11% Vs 6% of girls)
•Wellbeing strongly associated with student belonging and autonomy &
these links are stronger among low socio-economic status students.
Belonging and autonomy account for a significant proportion of the gap
in wellbeing among students with special educational needs
19
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Wellbeing Supports
•Just under half feel school provides adequate wellbeing supports
•Concerns over the adequacy of CPD to deliver wellbeing programmes:
•Wider specialist supports, as well as accessing assessments:
A wellbeing programme is great but the teacher doing it is a history teacher or a maths
teacher and this is sellotaped on – brilliant in concept but reality is that delivering a
really meaningful programme is actually quite challenging. The reality for teachers is
they have deadlines to meet in their subject and that’s obviously going to be their focus.
They didn’t set out to be wellbeing teachers.(Principal, fee charging school)
It’s a holding process right now in schools. And the teachers don’t have the
skills to hold. There is no general adolescent counselling, it’s really really bad.
There’s nothing … for anyone.(Guidance counsellor, non- DEIS school)
Wellbeing Supports
•Just under half feel school provides adequate wellbeing supports
•Concerns over the adequacy of CPD to deliver wellbeing programmes:
•Wider specialist supports, as well as accessing assessments:
A wellbeing programme is great but the teacher doing it is a history teacher or a maths
teacher and this is sellotaped on – brilliant in concept but reality is that delivering a
really meaningful programme is actually quite challenging. The reality for teachers is
they have deadlines to meet in their subject and that’s obviously going to be their focus.
They didn’t set out to be wellbeing teachers.(Principal, fee charging school)
It’s a holding process right now in schools. And the teachers don’t have the
skills to hold. There is no general adolescent counselling, it’s really really bad.
There’s nothing … for anyone.(Guidance counsellor, non- DEIS school)
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Out of School Lives of Students
•Reading, participation in sports and cultural activities increasingly
socially structured and gendered
•Concerted cultivation activities have a shelf life - are discontinued
by many in year(s) leading up to the LC
•Variation in terms of school size and school gender mix
•Continued efforts by schools (& facilities like libraries) key in
trying to reverse decline in reading for pleasure
•Strong case for subsidised provision of sports and cultural
activities for more disadvantaged groups
•Questions over the sustainability of a system reliant on
volunteerism to provide extra-curricular programmes
21
Out of School Lives of Students
•Reading, participation in sports and cultural activities increasingly
socially structured and gendered
•Concerted cultivation activities have a shelf life - are discontinued
by many in year(s) leading up to the LC
•Variation in terms of school size and school gender mix
•Continued efforts by schools (& facilities like libraries) key in
trying to reverse decline in reading for pleasure
•Strong case for subsidised provision of sports and cultural
activities for more disadvantaged groups
•Questions over the sustainability of a system reliant on
volunteerism to provide extra-curricular programmes
21
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Teaching, Learning and Skills Development
•Students find active teaching methods most engaging
•Work experience for all students, regardless of programme and setting –
particular need in special schools
•Level 1 & 2 - new routes to recognition for young people with AEN &
important extension into senior cycle
•Impact of school size & gender mix on subject/level and programme
access
•Need to move to a broader range of assessment modes (such as project
work, portfolios and presentations); while addressing resourcing,
training & AI issues
•Repeated calls to embed key kills, such as critical thinking and digital
skills, in the curriculum - to equip young people for the future
22
Teaching, Learning and Skills Development
•Students find active teaching methods most engaging
•Work experience for all students, regardless of programme and setting –
particular need in special schools
•Level 1 & 2 - new routes to recognition for young people with AEN &
important extension into senior cycle
•Impact of school size & gender mix on subject/level and programme
access
•Need to move to a broader range of assessment modes (such as project
work, portfolios and presentations); while addressing resourcing,
training & AI issues
•Repeated calls to embed key kills, such as critical thinking and digital
skills, in the curriculum - to equip young people for the future
22
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Development of personal & life skills
23
0% 20% 40% 60% 80% 100%
Communicate well
with others
Problem solving skills
Increase self-
confidence
Make new friends of
opposite sex
Benefits of School
Benefit a lotBenefit a littleNo benefitNegative impact
Development of personal & life skills
23
0% 20% 40% 60% 80% 100%
Communicate well
with others
Problem solving skills
Increase self-
confidence
Make new friends of
opposite sex
Benefits of School
Benefit a lotBenefit a littleNo benefitNegative impact
61% didn’t help
27% helped a little
12% helped a lot
School prepared
me for living
independently
(students with AEN)
24
27% helped a little
12% helped a lot
School prepared
me for living
independently
(students with AEN)
24
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Digital Technologies and Digital Skills
•Index of school’s capacity to support T&L using digital tech lower than
the mean for EU and OECD
•Wide school variation in use of digital devices & digital skills
development
•Students generally positive about impact on school experience, school
achievements & motivation
•Very positive about VLEs
•Association between student engagement and
•school seen as providing computer skills
•teachers seen as enthusiastic about using technology
•Critical about school supporting their digital skills (1/4)
•Need to support teachers’ digital competences (1/2)
25
Digital Technologies and Digital Skills
•Index of school’s capacity to support T&L using digital tech lower than
the mean for EU and OECD
•Wide school variation in use of digital devices & digital skills
development
•Students generally positive about impact on school experience, school
achievements & motivation
•Very positive about VLEs
•Association between student engagement and
•school seen as providing computer skills
•teachers seen as enthusiastic about using technology
•Critical about school supporting their digital skills (1/4)
•Need to support teachers’ digital competences (1/2)
25
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Perceived impact of ICT
26
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
Boys Girls2nd year5th yearLower educHigher educ
Gender Stage Parental Educ
% who agree ICT use has positively impacted their experience
of school, motivation and achievement
experience of schoolmotivationachievement
Perceived impact of ICT
26
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
Boys Girls2nd year5th yearLower educHigher educ
Gender Stage Parental Educ
% who agree ICT use has positively impacted their experience
of school, motivation and achievement
experience of schoolmotivationachievement
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Teachers Enthusiastic About Using ICT in Class – 21 schools
0
10
20
30
40
50
60
70
80
Teachers Enthusiastic About Using ICT in Class – 21 schools
0
10
20
30
40
50
60
70
80
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
How to meet student needs?
•Vital to have robust student centred evidence
•Initiatives like the DEIS scheme and wellbeing supports
recognise and attempt to address complexity of need through
providing key multidisciplinary supports in the school
•DEIS needs to be more responsive and better targeted – value
of DEIS-plus proposals
•Review of EPSEN, review of RACE, implementation of
counselling & therapy supports, senior cycle redevelopment and
other reforms are critical in supporting schools in meeting the
growing diversity of need in the classroom and supporting all
students to engage positively
28
How to meet student needs?
•Vital to have robust student centred evidence
•Initiatives like the DEIS scheme and wellbeing supports
recognise and attempt to address complexity of need through
providing key multidisciplinary supports in the school
•DEIS needs to be more responsive and better targeted – value
of DEIS-plus proposals
•Review of EPSEN, review of RACE, implementation of
counselling & therapy supports, senior cycle redevelopment and
other reforms are critical in supporting schools in meeting the
growing diversity of need in the classroom and supporting all
students to engage positively
28
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
How to meet student needs?
•School infrastructural deficits and teacher supply problems impacting the
capacity of schools to offer a diversity of curricular and extracurricular
activities – vital in school belonging
•All students should have access to appropriate & challenging curricula
•Supporting school cultures marked by a stronger focus on values and
student voice – new Action Plan
•Students with AEN value individual support – growth of special classes?
•Need for better preparation for adult life, independent living, career
decisions (self-determination skills), particularly for students with AEN
•Open days in non-mainstream post-school settings, mentoring
programmes & work experience essential in ensuring informed choices
•(Continuity of) supports post-school, particularly transport & therapists
29
How to meet student needs?
•School infrastructural deficits and teacher supply problems impacting the
capacity of schools to offer a diversity of curricular and extracurricular
activities – vital in school belonging
•All students should have access to appropriate & challenging curricula
•Supporting school cultures marked by a stronger focus on values and
student voice – new Action Plan
•Students with AEN value individual support – growth of special classes?
•Need for better preparation for adult life, independent living, career
decisions (self-determination skills), particularly for students with AEN
•Open days in non-mainstream post-school settings, mentoring
programmes & work experience essential in ensuring informed choices
•(Continuity of) supports post-school, particularly transport & therapists
29
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Key References
Carroll, E., S. McCoy and G. Mihut. (2022a). Exploring cumulative disadvantage in early school leaving and planned
post-school pathways among those identified with special educational needs in Irish primary schools. British
Educational Research Journal. Vol. 48, Issue 6, Pages 1065-1082, December 2022. https://doi.org/10.1002/berj.3815
Carroll, E., K. Ye and S. McCoy. (2024). ‘Embracing Diversity in all its forms’ The voluntary secondary sector in Irish
education, Dublin: ESRI. https://www.esri.ie/publications/embracing-diversity-in-all-its-forms-the-voluntary-
secondary- sector-in-irish-education
McCoy, S., D. Byrne, J. O’Sullivan and E. Smyth. (2019). The early impact of the revised Leaving Certificate grading
scheme on student perceptions and behaviour, Dublin: Economic and Social Research Institute.
https://www.esri.ie/publications/the-early-impact-of-the-revised-leaving-certificate-grading-scheme-on-student
Nelis, L., Gilleece, L., Fitzgerald, C., and Cosgrove, J. (2021) Beyond Achievement: Home, school and wellbeing
findings from PISA 2018 for students in DEIS and non-DEIS schools. Dublin: Educational Research Centre.
www.erc.ie/wp-content/uploads/2021/06/FINAL_Web_version_ERC-PISA-DEIS-Report-II_May-2021.pdf
Kenny, N., McCoy, S., & Mihut, G. (2020). Special education reforms in Ireland: changing systems, changing schools,
International Journal of Inclusive Education.
https://www.tandfonline.com/doi/full/10.1080/13603116.2020.1821447
McCoy, S., Ye, K. & Carroll, E. (forthcoming) Paths, Tracks, Gaps and Cliffs: The post-school pathways of students
with special educational needs. Dublin: NCSE.
30
Key References
Carroll, E., S. McCoy and G. Mihut. (2022a). Exploring cumulative disadvantage in early school leaving and planned
post-school pathways among those identified with special educational needs in Irish primary schools. British
Educational Research Journal. Vol. 48, Issue 6, Pages 1065-1082, December 2022. https://doi.org/10.1002/berj.3815
Carroll, E., K. Ye and S. McCoy. (2024). ‘Embracing Diversity in all its forms’ The voluntary secondary sector in Irish
education, Dublin: ESRI. https://www.esri.ie/publications/embracing-diversity-in-all-its-forms-the-voluntary-
secondary- sector-in-irish-education
McCoy, S., D. Byrne, J. O’Sullivan and E. Smyth. (2019). The early impact of the revised Leaving Certificate grading
scheme on student perceptions and behaviour, Dublin: Economic and Social Research Institute.
https://www.esri.ie/publications/the-early-impact-of-the-revised-leaving-certificate-grading-scheme-on-student
Nelis, L., Gilleece, L., Fitzgerald, C., and Cosgrove, J. (2021) Beyond Achievement: Home, school and wellbeing
findings from PISA 2018 for students in DEIS and non-DEIS schools. Dublin: Educational Research Centre.
www.erc.ie/wp-content/uploads/2021/06/FINAL_Web_version_ERC-PISA-DEIS-Report-II_May-2021.pdf
Kenny, N., McCoy, S., & Mihut, G. (2020). Special education reforms in Ireland: changing systems, changing schools,
International Journal of Inclusive Education.
https://www.tandfonline.com/doi/full/10.1080/13603116.2020.1821447
McCoy, S., Ye, K. & Carroll, E. (forthcoming) Paths, Tracks, Gaps and Cliffs: The post-school pathways of students
with special educational needs. Dublin: NCSE.
30
@ESRIDublin #ESRIevents #ESRIpublicationswww.esri.ie
Questions for delegates
•“Is the current school system really inclusive for students?”
•“What do students need from their school?”
31
Questions for delegates
•“Is the current school system really inclusive for students?”
•“What do students need from their school?”
31
Thank you
Selina McCoy
https://www.esri.ie/people/selina-mccoy
[email protected]
www.linkedin.com/in/selina-mccoy-02a6a97b
Selina McCoy
https://www.esri.ie/people/selina-mccoy
[email protected]
www.linkedin.com/in/selina-mccoy-02a6a97b
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