SIGLEAvailable from British Library Document Supply Centre-DSC:99/24350 / BLDSC - British Library... more SIGLEAvailable from British Library Document Supply Centre-DSC:99/24350 / BLDSC - British Library Document Supply CentreGBUnited Kingdo
... CHILD COHORT EXECUTIVE SUMMARY Page 2. James Williams, Sheila Greene, Erika Doyle, Elaine Har... more ... CHILD COHORT EXECUTIVE SUMMARY Page 2. James Williams, Sheila Greene, Erika Doyle, Elaine Harris, Richard Layte, ... ESRI Sheila Greene AIB Professor of Childhood Research; Director of Children's Research Centre and Co-Director, Growing Up in Ireland TCD ...
ABSTRACT During the academic year 2019–2020, school buildings worldwide closed in response to the... more ABSTRACT During the academic year 2019–2020, school buildings worldwide closed in response to the COVID-19 pandemic, necessitating a rapid shift to distance education. This study assessed the influence of high-speed broadband availability on student engagement with distance learning during this period in Ireland. Employing data from a representative sample of 206 secondary schools, student engagement as perceived by school principals was estimated to have been more adversely affected among schools located in areas with lower coverage of high-speed broadband. This may be partly explained by a lower probability of poorer student engagement among schools that deployed live online video teaching. While the costs and benefits must be considered, these findings may support the case for government intervention to provide greater equity in access to high-speed broadband. Where distance learning is required in future, secondary teachers should be supported in the use of live online teaching to better foster student engagement.
This article explores the nature and implications of secondary students' participation in pai... more This article explores the nature and implications of secondary students' participation in paid employment in Ireland.The analysis draws on a comprehensive survey of one-sixth of secondary schools. Results indicate that working part-time is associated with underperformance at upper secondary level and also leads to increased dropout. In line with research in other countries, part-time employment tends to draw students away from their studies. Such underperformance at upper secondary level persists regardless of the level of involvement in out-of-school social activities. Results hold when propensity score matching methods are employed to take account of possible selection effects.The discussion points to the crucial importance of early educational qualifications in longer-term and lifelong labour market outcomes; and highlights the importance of addressing the issue of student employment given its impact on educational outcomes.
Inclusion is an important aspect of achieving the Sustainable Development Goals (SDGs) in educati... more Inclusion is an important aspect of achieving the Sustainable Development Goals (SDGs) in education. This article will discuss the significance of recent developments in the field of school-based bullying prevention and evaluate their applicability to the policy discourse of inclusive education 2,3. Both inclusive education and school-based bullying remain contested phenomena without a clear consensus regarding their definition nor how to operationalise them as concepts within school policy or practice effectively. UNESCO’s Scientific Committee have recently proposed the Whole Education Approach, which conceptualises a holistic, socially engaged, and interconnected vision for policy development in addressing school-based bullying prevention. Importantly, the Whole Education Approach conceptualises incidences of bullying as indicative of a deficit of care and support within the surrounding social environment, thus adopting an ecological and relational focus regarding bullying prevention. In addition, bullying prevention is viewed as requiring co-herent collaboration between the school, family, and other relevant stakeholders in the local social community surrounding the school. This includes government funding and resourcing policy and national legal frameworks. This article argues that this approach may also have utility within inclusive education policy in supporting a more integrated and holistic promotion of social inclusion, underpinning equal opportunities in recognising the diverse needs of all learners in schools. This article discusses the details of the Whole Education Approach and emphasises how this framework also can address educational inclusion in adopting an integrated, multi-elemental focus on supporting collaboration across stakeholders relevant to the lives of pupils within schools.
This paper examines socio-emotional and academic outcomes among 17-year-olds with different types... more This paper examines socio-emotional and academic outcomes among 17-year-olds with different types of special educational needs and the role of parental educational expectations in shaping these outcomes, using data from Ireland’s national longitudinal study of children. The analysis takes account of a diversity of student and family characteristics as well as the effect of reading ability and socio-emotional wellbeing at age 9. The results show that lower parental academic expectations are linked to lower secondary performance of young people with special educational needs, even after controlling for academic achievements at age 9. Alongside other family characteristics, parental educational expectations at age 9 have long-term associations with both the socio-emotional and academic development of young people, providing important evidence that a more inclusive approach for supporting students with additional needs and their parents is needed
Later is better: Mobile phone ownership and child academic development, evidence from a longitudi... more Later is better: Mobile phone ownership and child academic development, evidence from a longitudinal study 1 Seraphim Dempsey (ESRI), Seán Lyons (ESRI), Selina McCoy (ESRI)* ESRI Research Bulletins provide short summaries of work published by ESRI researchers and overviews of thematic areas covered by ESRI programmes of research. Bulletins are designed to be easily accessible to a wide readership.
Education matters because it is intrinsically valuable, allowing children and young people to dev... more Education matters because it is intrinsically valuable, allowing children and young people to develop intellectually, socially and morally. It also matters because, in Ireland, as in many other countries, education is a powerful predictor of adult life chances. Young people who leave school early do not reach their full potential and experience restricted opportunities across many dimensions of their lives. A new study by Emer Smyth and Selina McCoy, † addresses the costs of early school leaving to the individual and to the broader society. The study draws on a range of information to assess outcomes among early school leavers and to analyse policy interventions designed to prevent school drop-out.
This report looks at children's out-of-school activities and how these relate to the domains of f... more This report looks at children's out-of-school activities and how these relate to the domains of family, school and neighbourhood. The report provides new information on the types of recreational activities engaged in by nine-year-old children and explores the relationship between their out-of-school lives and their academic performance at school. The Growing Up in Ireland study collected rich information on the kinds and frequency of activities engaged in by children. The analysis presented in this report takes into account a range of different activities, including structured activities (sports and cultural clubs/classes), active recreation (sports and exercise), sedentary pursuits (including watching television and playing video games), the use of ICT for different purposes, spending time with friends, and helping out with chores at home. Cluster analysis was used to look at the combinations of activities in which children engage. Five distinct clusters emerged: 1. The TV/sports group, who spend their time playing sports, being with their friends and watching television; they have a very low level of computer usage. There are clear gender and social background differences in children's recreational activities. Girls are more likely to be social networkers or spend time on cultural pursuits while boys are more likely to engage in sports/computer games. Children from more advantaged families (in terms of parental education, social class, and income) are more involved in cultural activities and social networking outside school. Children from immigrant families are more likely to fall into the social networker or busy lives groups and less likely to engage in cultural activities. Children with learning disabilities are most likely to fit into the TV/sports group and, to some brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by National Documentation Centre on Drug Use
SIGLEAvailable from British Library Document Supply Centre-DSC:99/24350 / BLDSC - British Library... more SIGLEAvailable from British Library Document Supply Centre-DSC:99/24350 / BLDSC - British Library Document Supply CentreGBUnited Kingdo
... CHILD COHORT EXECUTIVE SUMMARY Page 2. James Williams, Sheila Greene, Erika Doyle, Elaine Har... more ... CHILD COHORT EXECUTIVE SUMMARY Page 2. James Williams, Sheila Greene, Erika Doyle, Elaine Harris, Richard Layte, ... ESRI Sheila Greene AIB Professor of Childhood Research; Director of Children's Research Centre and Co-Director, Growing Up in Ireland TCD ...
ABSTRACT During the academic year 2019–2020, school buildings worldwide closed in response to the... more ABSTRACT During the academic year 2019–2020, school buildings worldwide closed in response to the COVID-19 pandemic, necessitating a rapid shift to distance education. This study assessed the influence of high-speed broadband availability on student engagement with distance learning during this period in Ireland. Employing data from a representative sample of 206 secondary schools, student engagement as perceived by school principals was estimated to have been more adversely affected among schools located in areas with lower coverage of high-speed broadband. This may be partly explained by a lower probability of poorer student engagement among schools that deployed live online video teaching. While the costs and benefits must be considered, these findings may support the case for government intervention to provide greater equity in access to high-speed broadband. Where distance learning is required in future, secondary teachers should be supported in the use of live online teaching to better foster student engagement.
This article explores the nature and implications of secondary students' participation in pai... more This article explores the nature and implications of secondary students' participation in paid employment in Ireland.The analysis draws on a comprehensive survey of one-sixth of secondary schools. Results indicate that working part-time is associated with underperformance at upper secondary level and also leads to increased dropout. In line with research in other countries, part-time employment tends to draw students away from their studies. Such underperformance at upper secondary level persists regardless of the level of involvement in out-of-school social activities. Results hold when propensity score matching methods are employed to take account of possible selection effects.The discussion points to the crucial importance of early educational qualifications in longer-term and lifelong labour market outcomes; and highlights the importance of addressing the issue of student employment given its impact on educational outcomes.
Inclusion is an important aspect of achieving the Sustainable Development Goals (SDGs) in educati... more Inclusion is an important aspect of achieving the Sustainable Development Goals (SDGs) in education. This article will discuss the significance of recent developments in the field of school-based bullying prevention and evaluate their applicability to the policy discourse of inclusive education 2,3. Both inclusive education and school-based bullying remain contested phenomena without a clear consensus regarding their definition nor how to operationalise them as concepts within school policy or practice effectively. UNESCO’s Scientific Committee have recently proposed the Whole Education Approach, which conceptualises a holistic, socially engaged, and interconnected vision for policy development in addressing school-based bullying prevention. Importantly, the Whole Education Approach conceptualises incidences of bullying as indicative of a deficit of care and support within the surrounding social environment, thus adopting an ecological and relational focus regarding bullying prevention. In addition, bullying prevention is viewed as requiring co-herent collaboration between the school, family, and other relevant stakeholders in the local social community surrounding the school. This includes government funding and resourcing policy and national legal frameworks. This article argues that this approach may also have utility within inclusive education policy in supporting a more integrated and holistic promotion of social inclusion, underpinning equal opportunities in recognising the diverse needs of all learners in schools. This article discusses the details of the Whole Education Approach and emphasises how this framework also can address educational inclusion in adopting an integrated, multi-elemental focus on supporting collaboration across stakeholders relevant to the lives of pupils within schools.
This paper examines socio-emotional and academic outcomes among 17-year-olds with different types... more This paper examines socio-emotional and academic outcomes among 17-year-olds with different types of special educational needs and the role of parental educational expectations in shaping these outcomes, using data from Ireland’s national longitudinal study of children. The analysis takes account of a diversity of student and family characteristics as well as the effect of reading ability and socio-emotional wellbeing at age 9. The results show that lower parental academic expectations are linked to lower secondary performance of young people with special educational needs, even after controlling for academic achievements at age 9. Alongside other family characteristics, parental educational expectations at age 9 have long-term associations with both the socio-emotional and academic development of young people, providing important evidence that a more inclusive approach for supporting students with additional needs and their parents is needed
Later is better: Mobile phone ownership and child academic development, evidence from a longitudi... more Later is better: Mobile phone ownership and child academic development, evidence from a longitudinal study 1 Seraphim Dempsey (ESRI), Seán Lyons (ESRI), Selina McCoy (ESRI)* ESRI Research Bulletins provide short summaries of work published by ESRI researchers and overviews of thematic areas covered by ESRI programmes of research. Bulletins are designed to be easily accessible to a wide readership.
Education matters because it is intrinsically valuable, allowing children and young people to dev... more Education matters because it is intrinsically valuable, allowing children and young people to develop intellectually, socially and morally. It also matters because, in Ireland, as in many other countries, education is a powerful predictor of adult life chances. Young people who leave school early do not reach their full potential and experience restricted opportunities across many dimensions of their lives. A new study by Emer Smyth and Selina McCoy, † addresses the costs of early school leaving to the individual and to the broader society. The study draws on a range of information to assess outcomes among early school leavers and to analyse policy interventions designed to prevent school drop-out.
This report looks at children's out-of-school activities and how these relate to the domains of f... more This report looks at children's out-of-school activities and how these relate to the domains of family, school and neighbourhood. The report provides new information on the types of recreational activities engaged in by nine-year-old children and explores the relationship between their out-of-school lives and their academic performance at school. The Growing Up in Ireland study collected rich information on the kinds and frequency of activities engaged in by children. The analysis presented in this report takes into account a range of different activities, including structured activities (sports and cultural clubs/classes), active recreation (sports and exercise), sedentary pursuits (including watching television and playing video games), the use of ICT for different purposes, spending time with friends, and helping out with chores at home. Cluster analysis was used to look at the combinations of activities in which children engage. Five distinct clusters emerged: 1. The TV/sports group, who spend their time playing sports, being with their friends and watching television; they have a very low level of computer usage. There are clear gender and social background differences in children's recreational activities. Girls are more likely to be social networkers or spend time on cultural pursuits while boys are more likely to engage in sports/computer games. Children from more advantaged families (in terms of parental education, social class, and income) are more involved in cultural activities and social networking outside school. Children from immigrant families are more likely to fall into the social networker or busy lives groups and less likely to engage in cultural activities. Children with learning disabilities are most likely to fit into the TV/sports group and, to some brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by National Documentation Centre on Drug Use
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