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Internationally, there continues to be a rise in the popularity of home-schooling. Although the growth in the numbers of families choosing this alternative approach was evident prior to the COVID-19 Pandemic school closures, it appears to have impacted on the decision for some to home-school permanently. Using a scoping review of the literature, this paper considers the research evidence around home-schooling in the United Kingdom and Europe. It then focuses on home-schooling in the Republic of Ireland to assess the change and development of home-schooling over time. In line with trends internationally, Irish administrative data show an increase in the numbers of families engaging in home-schooling in recent years, particularly for students with disabilities. The paper situates these findings within the context of ongoing debates on inclusive and special education in Ireland and the capacity of mainstream schools to educate and include every student.

A major challenge for universities across the globe is to address the lack of diversity within higher education. Widening participation (WP) programmes can vary between in-reach and outreach programmes. Some initiatives focus on either pre-entry stage (primary or secondary schools) or post-entry stage (helping students adapt to university life). This systematic literature review provides an analysis of the effectiveness of widening participation outreach programmes, a topic that is relatively unexplored, particularly at school level education. By examining empirical studies of widening participation interventions, the paper allows for the investigation of the educational outcomes measured in these programmes. A total of 19 studies were included, which analysed quantitative or mixed-method data. The findings indicate a growth in the evidence base for widening participation programmes for second-level students over the last decade. Interventions identified in the literature were categorised by their approach, which included guidance-based interventions, multidimensional interventions or pedagogical interventions. The findings confirm some positive effects for widening participation outreach programmes on a range of outcomes including students' college readiness, educational aspirations and college enrolment. The review argues for consistency in the way in which educational outcomes are measured, as well as the need for cross-collaboration and sharing of data between schools and universities, to enable more effective measurement of widening participation programmes in future research.

The impact of the COVID-19 school closures on children and young people has been significant, with research suggesting that it has disproportionately negatively affected students from areas of socio-economic disadvantage. With the move to remote schooling, the focus on ensuring classes continued to 'cover the curriculum' left little space for considering how students were engaging with learning, or the factors that influenced their engagement. This paper aims to examine the extent to which student-teacher relationships, and modes of online teaching and learning, impacted on student engagement during COVID-19 school closures in Irish second-level schools. Using data from two research studies, this paper provides insights into the teacher experience of school closures and a more focused view of the experiences of second-level students attending schools in areas of socio-economic disadvantage. The findings highlight two things: firstly, that meaningful connection between teachers and students matters for student engagement in remote learning, particularly for students at risk of educational disadvantage. Secondly, where teachers use innovative teaching and learning methods and encourage the development of students' key skills there is increased student engagement. This paper acts as a timely reminder of the importance of relationships in student engagement especially during periods of crisis.

Research on Traveller education in Ireland is limited. Internationally, studies on the education of the Traveller, Roma or Gypsy community tend to focus on educational participation and exclusion, discrimination, identity and belonging with little focus on the representation of Traveller student across different types of schools and educational settings. This chapter examines the distribution of Traveller students across mainstream and alternative education settings in Ireland, and how this distribution varies across different types of schools and centres. Using data from the Growing Up in Ireland principal survey and survey data from Irish alternative education providers (The National Youthreach Programme), it explores the concentration of Travellers in mainstream provision, in designated disadvantaged schools (Delivering Equality of Opportunity in Schools [DEIS]) compared to non-DEIS schools, and alternative education in Ireland. Findings show a higher representation of Traveller students in schools designated disadvantaged compared to non-disadvantaged settings and greater numbers of Traveller students in large primary and, to a lesser extent, secondary schools. The findings for alternative education show that Traveller young people make up 15% of learners which is higher than their representation in the general population or the school system. There is marked regional variation with higher representation of Travellers in alternative education settings in the West of Ireland compared to other regions. With increasing policy emphasis on inclusive education and the need to increase retention of students from Traveller backgrounds, it is perhaps an opportune time to explore the distribution of Traveller students across different school and alternative educational contexts so that educational supports can be targeted more effectively. [ABSTRACT FROM AUTHOR]

The demographics of Irish tertiary education are changing rapidly, with a growing diversity in the learner population bringing many opportunities and challenges for the sector to consider. Traditionally in Ireland, approaches to supporting diverse learners, such as those with disabilities, were predominantly through methods of differentiation and reasonable accommodation, arguably associated with the medical model of disability. Increased diversity, however, makes this approach alone unsustainable. The numbers of learners registered with support services, for example, has increased dramatically, with services now overstretched. In Ireland, focus is shifting to a greater emphasis on universal supports, synonymous with the social model of disability. There is growing interest in Universal Design for Learning (UDL) as a way in which to reduce barriers and give all learners equal opportunities. Despite this, little is known about the extent to which UDL is embedded in tertiary education policy and practice. The aim of this chapter is to examine the role of UDL in tertiary education in Ireland, focussing on three main areas: UDL within national tertiary education policy; institutional responses to UDL policy; and interest in UDL by educators. [ABSTRACT FROM AUTHOR]

Internationally and in Ireland, the adoption of inclusive education frameworks have been broadly welcomed, particularly by parents of children with special educational needs (SEN). Mainstreaming these children is generally viewed as positive primarily because of the social factors associated with attending mainstream schools for children with SEN. Despite this commonly held view, there is increasing evidence to show that children with SEN have difficulties participating in mainstream environments. Using data from the "Growing Up in Ireland" study of 8,578 nine year olds, this paper examines whether peer relations differ among typically developing students and students with different types of SEN. We focus on the quantity and quality of peer relations using data on the child's number of friends and, using the Strengths and Difficulties Questionnaire, the quality of relations with their peers. These measures are examined by controlling for a range of individual, home and school-level factors simultaneously in a regression model. Our findings show that, all else being equal, students with SEN, particularly those with emotional and behavioural difficulties (EBD), are more likely to have fewer friends and experience negative peer relationships compared to their peers without any additional needs. Based on these findings, we argue that specific interventions may be needed to promote positive peer experiences for children with SEN in mainstream education.

In the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its impact in higher education, with less evidence available on the use of UDL within second‐level education. This systematic literature review of n = 15 empirical studies selected from a wide‐ranging search that returned an initial result of n = 1253 explores how the affordances of digital technology have been harnessed for UDL enactment at second level. The findings show that, to date, empirical research at second level has focused mostly on the easy wins within the UDL principle of Representation, where educators offer choice about how learners access content. However, there is a clear gap in UDL research on the use of technologies to support the Engagement and Action & Expression principles of UDL, supporting student self‐regulation and self‐assessment, and on technology‐mediated communication and collaboration. The paper highlights the potential for future cross‐pollination of research in educational technology with UDL. Practitioner NotesWhat is already known about this topicUniversal Design for Learning has been extensively researched in higher education and special education contexts but much less so at K‐12, in particular at second level.Technology offers many affordances that can provide choice and variation in the learning process, which can be harnessed in a UDL approach.The transformative potential of technology in educational contexts was not fully realised pre‐COVID.The COVID pandemic saw an acceleration in technology adoption for learning, but it remains to be seen whether technology is being deployed to complement or transform existing practices.What this paper addsThis paper clearly identifies which affordances of technology are commonly deployed in UDL implementations, particularly noting the provision of choice through multi‐media options for Representation and expression.There is a clear gap in UDL research on the use of technologies to support self‐regulation and self‐assessment, (eg, peer, teacher and automated feedback tools) and on technology‐mediated communication and collaboration.The UDL literature does not address the potential negative impacts of technology within the learning context or the short‐lived nature of positive impacts (novelty effect).Implications for practice and/or policyWhile technology affords great opportunities for choice and Engagement, the design of the learning experience must take priority, availing of technology as needed.There are great opportunities for cross‐pollination of research at the forefront of educational technology and universal design to address any gaps in technology use in UDL implementations. [ABSTRACT FROM AUTHOR]

This paper draws on longitudinal data to examine the extent to which parents' educational expectations shape academic development and changes in self-concept among young people with different types of disability. The analysis is based on the "Growing Up in Ireland" longitudinal study, which tracked 7423 children between the primary to secondary school years, 21% of whom were identified with one of four main disability types. Our conceptual framework assumes that parental expectations at age 9 will be influenced by both the child's disability and child's academic achievement at that stage, as well as being influenced by other factors such as parent's own education, family economic vulnerability, family relationships and family structure. Therefore, we take these factors into account in tracing the consequences of parental expectations at age 9, on academic and social outcomes at age 13 after the transition to secondary education. Among young people with a disability, poorer self-concept at age 13 is partly explained by lower parental expectations, particularly for those with general learning and emotional/behavioural disabilities. Similarly, parental expectations are a significant influence on children's academic outcomes and partly explain the effects of disability status on academic development. Parents' beliefs about their children's abilities have a strong influence on achievement and self-concept, raising important issues around the need to promote equality of opportunity, raising awareness of the educational opportunities available, promoting positive expectations and engagement with school and the importance of promoting a range of opportunities for achievement.

In line with the increasing policy emphasis on inclusive education, there is now a greater focus on how best to provide for students special educational needs (SEN) in mainstream schools. However, there is little consensus internationally as to the most equitable way in which to support these students. Despite ongoing evaluations of the existing funding structures, there has been little discussion to inform future changes and ensure an equitable distribution of resources. This paper examines the system of SEN funding in Ireland during a period of policy change. Using data from a National Survey of Schools, we examine the profile and distribution of students across different school contexts to assess the extent to which the existing funding model targets those most in need. Findings show that the current through-put funding system broadly targets students with SEN but in any new model, there is room for greater differentiation in the allocation of funding, particularly within disadvantaged school contexts. The paper highlights the need for further discussion around how we conceptualise special education in mainstream education. We argue for greater emphasis on student outcomes and school accountability where SEN funding is received to support students.

Across many countries, young people are differentiated into academic and vocational tracks, a pattern that is closely related to their social class background. The Irish secondary system has been largely undifferentiated, but the introduction of a pre-vocational programme, the Leaving Certificate Applied (LCA), has brought an element of tracking into upper secondary education. This article explores whether allocation into the LCA track reflects processes similar to those highlighted in international research. It goes further than these studies by explicitly recognising the role of school organisation in influencing student's learning careers and educational decisions. The purpose of this paper is to estimate the determinants of track placement in the Republic of Ireland. Using in-depth qualitative case study interviews with students from Irish post-primary schools, this paper examines the factors influencing students' decisions to enter the LCA programme. This paper explores the extent to which individual agency and school-level factors influence track choice by focusing on the learning careers of individual students within specific school contexts.

There is now a well developed literature on the impact of high stakes testing on teaching approaches and student outcomes. However, the student perspective has been neglected in much research. This article draws on a mixed method longitudinal study of secondary students in the Republic of Ireland to explore the impact of two sets of high stakes examinations on student experiences. The analyses are based on surveys completed by 897 lower secondary students and 748 upper secondary students, along with 47 lower secondary and 53 upper secondary group interviews with students. Findings show the presence of impending high stakes exams results in increased workload for students, with many reporting pressure and stress. Throughout their schooling career, students clearly favour active learning approaches. However, for some students, particularly high-aspiring middle-class students, these views change as they approach the terminal high stakes exam, with many showing a strong preference for a more narrowly focussed approach to exam preparation. This article highlights how students shift from a position of critiquing exam-focused teaching methods as inauthentic to accepting such methods as representing "good teaching".

Despite dramatic changes in Irish special education policy during the last decade, there is little understanding of the factors influencing how special educational needs (SEN) are identified and whether identification varies across different school contexts. International research has tended to focus on how individual child characteristics influence SEN identification. Less attention has been given to other factors such as teacher characteristics or school social mix. Using data from the nine-year-old cohort of the "Growing Up in Ireland study", this article examines which children are most likely to be identified with different SEN types taking into account student social background characteristics, teacher characteristics and school social mix. Findings show that children attending highly disadvantaged school contexts are far more likely to be identified with behavioural problems and less likely to be identified with learning disabilities than children with similar characteristics attending other schools. It seems that "behavioural" issues take precedence over learning difficulties in these schools pointing to a culture of care/containment rather than academic progress. (Contains 2 tables and 2 notes.)

International research into educational decision-making has been extensive, focusing on the way in which young people and their families assess the different options open to them. However, to what extent can we assume that different groups of young people have equal access to the information needed to make such an assessment? And what role, if any, do schools play in this process? Using in-depth qualitative interviews from two schools with very different student intakes, this paper examines the key influences that shape young people's choices. Decisions about whether to go on to higher education are found to reflect three sets of processes: individual habitus; the institutional habitus of the school, as reflected in the amount and type of guidance provided; and young people's own agency--namely, the conscious process whereby students seek out information on different options and evaluate these alternatives.

International studies have raised concerns about the academic and social implications of inclusive policies on school engagement and successful learning and, in particular, on the ways in which friendships are formed between students with SEN and other students. This article stems from research findings which show that Irish children with special educational needs like school less than their peers without SEN in mainstream settings. Using data from a large scale longitudinal study of 8578 9-year-olds, this paper uses a child centred research approach to investigate why this is the case particularly when they are in receipt of supports. To do this, we focus on processes underlying their dislike of school such as their academic engagement and social/peer relations. We measure academic engagement by looking at their interest in the subjects mathematics and reading and the extent to which they complete their homework. We examine the social/peer relations of students with special educational needs by assessing the extent to which they report liking their teacher. Using the Strengths and Difficulties Questionnaire (SDQ) Scale and the Piers-Harris Self-Concept Scale we also examine the nature of peer relations among children with special educational needs in mainstream settings. Both academic engagement and social engagement play a central role in understanding the broader school engagement of children with special educational needs. By simultaneously examining the role of academic and social relations in shaping the engagement of children with SEN, the analysis provides a unique opportunity to fundamentally assess the barriers to true inclusion for children with special needs. (Contains 2 figures, 2 tables and 4 notes.)

Within categories of special educational needs, emotional and behavioural difficulties have received much attention in recent years, particularly in relation to their definition and identification by parents and teachers. This paper stems from previous research which highlights how children from disadvantaged backgrounds and those attending schools designated as socio-economically disadvantaged are significantly more likely than their peers to be identified as having a special educational need of a non-normative type such as emotional behavioural difficulty (EBD). Using data from the Growing Up in Ireland study, it examines whether the EBD identified by teachers or within certain schools is matched by the child's own performance on an internationally validated emotional and mental health measure--the Piers-Harris. Findings show that overall self-reported social emotional well-being bears a strong relationship to the probability of being identified with an EBD. However, boys, children from economically inactive and one-parent households and children attending the most disadvantaged school contexts are more likely to be identified with having an EBD, even after taking into account their social background characteristics and their scoring on the Piers-Harris measure. These findings suggest that the subjective nature of EBD identification is resulting in a disproportionate number of these children being identified with EBD. The implications of this study are explored for existing disability/SEN classification systems, school-wide intervention models and the impact on individual students labelled as EBD. Overall, the findings pose searching questions about the validity of employing SEN classification systems in deciding eligibility and types of appropriate provision. (Contains 2 tables and 1 figure.)

Ensuring NCLEX-RN success for graduates of Historically Black Colleges and Universities (HBCUs) is integral to increasing Blacks and other racial/ethnic minorities underrepresented as registered nurses (RNs). To examine the association between program type (traditional (TBSN) and accelerated Bachelor of Science [ABSN]) and first-time NCLEX-RN exam outcome. A retrospective descriptive design was used. TBSN and ABSN students (n = 465) who graduated between 2015–2018 at an HBCU were examined. First-time pass rates for the total sample was 91.58%. Differences were observed between program type in 10 nursing courses for both programs, with Child Health being the only course predicting NCLEX-RN in both programs. In a multivariate logistic regression model, male students were 69% less likely to pass NCLEX-RN exam on first attempt compared to females, AOR = 0.31, p = 0.005. HBCUs can successfully prepare a diverse population of BSN graduates who pass NCLEX-RN on first attempt. Increased understanding of factors that decrease NCLEX-RN success of males is a prerequisite to development of strategies to ensure that all students have positive outcomes. There is also a need to understand differential relationships between nursing course grades and NCLEX-RN success among students enrolled in TBSN versus ABSN paths. • HBCUs are vital to increasing representation of Blacks as registered nurses. • First-time NCLEX-RN pass rate for the total sample was 91.58%. • Increasing Black and Latinx BSN graduates at HBCUs is essential. • There were no significant differences in pass rates among racial/ethnic groups. • Child health predicted NCLEX-RN outcomes among both TBSN and ABSN graduates. [ABSTRACT FROM AUTHOR]

Can the institutional systems that prepare Black nurse researchers question the ways their systemic pathways have impacted health equity knowledge development in nursing? We invite our readers to keep this question in mind and engage with our conversation as Black nurse researchers, scholars, educators, and clinicians. The purpose of our conversation, and this article, is to explore the transactional impact of knowledge development pathways and Black faculty retention pathways on the state of health equity knowledge in nursing today. Over a series of conversations, we discuss the research exploitation of communities of color, deficit research funding, knowledge capitalization, the marginalization of diversity as a continuous process, a lack of sociocultural authority, and our thoughts on solutions. We conclude by using the wisdom of a generation to answer our initial question. [ABSTRACT FROM AUTHOR]

Abstract A review of the literature was undertaken as the foundation for developing an assessment tool for Blacks/African Americans, other racial/ethnic minorities, and low-income students attending historically Black colleges and universities. Findings revealed a variety of academic and nonacademic indicators were used to evaluate likelihood of success. Course specific grades, grade point average (GPA), standardized comprehensive exams and standardized course specific exams were the most commonly used predictor variables that showed significant outcomes. Indicators more accurately predicted which students would pass NCLEX-RN rather than those who would fail. The type of pre-licensure program may influence best outcome indicators. Increased attention to and reporting of demographic information would increase the usefulness of findings in relation to developing a tailored assessment strategy for students enrolled in nursing programs at historically Black colleges and universities. Highlights • Increasing and consistently maintaining NCLEX-RN pass rates at HBCUs are essential. • Tailoring indicator assessments will aid early identification of at-risk students. • Attention to demographic and nonacademic predictors of NCLEX-RN outcomes is critical. • More studies examining factors influencing NCLEX-RN outcomes at HBCUs are needed. [ABSTRACT FROM AUTHOR]

With the major policy shift towards inclusive education internationally, this paper examines the ongoing expansion of special classes in Irish primary and second-level schools. Using data from a mixed-methods longitudinal study on special classes, we examine if special classes are operating as a form of segregation or inclusion for children with special educational needs. The findings suggest that special classes only operate as a unit of inclusion where children have severe needs. For children with moderate or mild needs, the findings are less clear with some classes operating as a segregated setting or low stream class with no official sanction resulting in issues around teacher competency and stigma among students. [ABSTRACT FROM AUTHOR]

Context/problem: Comparative analysis of relative and absolute mortality differentials between socioeconomic groups are now available. These show consistently increasing relative increases in mortality differentials but complex trends in absolute mortality differentials. Objective: This paper provides an analysis of relative and absolute trends in mortality by cause of death and socioeconomic group (SEG) from 1984 to 2008 among men and active women aged 30-64 years in Ireland and compares these results with recent European and US studies to give an overview of trends. Methods: This paper uses mortality data from the Irish Central Statistics Office from 1984 to 2008 to calculate standardized death rates by age, sex, socioeconomic status and cause of death showing trends in SEG inequalities in mortality in Ireland. These show which specific causes of death are driving all-cause mortality trends. Results: SEG differentials in all-cause mortality among men and women have been increasing since the 1980s. Some of this increase reflects larger falls in cardiovascular causes among advantaged groups, but the trend is largely accounted for by increasing inequalities in mortality in digestive, neoplasm and external causes of deaths. Conclusions: These findings are in line with international findings that show that socioeconomic differentials in digestive, neoplasm and external cause deaths are driving general socioeconomic differentials in all-cause mortality. External cause deaths may have been influenced by levels of economic activity, particularly in construction, during the economic boom among manual workers. Furthermore, deaths from digestive diseases during the 1990s and 2000s may well be the result of increases in liver disease associated with excessive alcohol consumption. [ABSTRACT FROM AUTHOR]

Biodiversity conservation is a major issue in ports and harbours as scientists,managers and the public become increasingly aware of the importance of healthy ecosystems to the wellbeing of urban populations. Sydney's Harbour provides essential environmental, social and economic values to community, government and industry. Recent systematic reviews of the biological and physical characteristics of Sydney Harbour revealed high environmental and conservation value, especially considering the large numbers of people using its resources. However, like many coastal areas, the harbour has been subject to stressors such as habitat loss, metal, organic and nutrient pollution, the introduction of non- indigenous species, foreshore construction and commercial and recreational fishing. Here we outline the environmental assets of the harbour and the major threats, and report on current and developing conservation strategies. By learning about the progress of environmental management in Sydney Harbour, the difficulties faced and new planning strategies implemented, coastal and harbour environmental managers within the region can be better prepared when faced with similar challenges. [ABSTRACT FROM AUTHOR]

International research consistently shows that high-stakes exams are a significant source of stress and worry for students within secondary education. Existing research focuses on individual variation in exam-related stress levels among students with very little attention given to the influence of school context on student stress. Using data from the Irish Post-Primary Longitudinal Study, a mixed methods study of secondary students, this paper examines both individual and school level factors influencing the levels of stress among students preparing for the nationally standardised Leaving Certificate examination. The paper presents new findings which highlight the potential role of schools in ameliorating student stress. Findings show that student stress is not only influenced by individual-level factors but that certain aspects of the schooling process impact on stress levels. In particular, the quality of student–teacher interaction and peer relations within the school are found to have a significant impact on student stress levels. Students with more positive interactions with their teachers have lower stress levels with higher stress levels among those who have experienced bullying from peers. Stress is also influenced by programme choice at upper secondary level and the extent to which students are facilitated in their choice of subjects. [ABSTRACT FROM PUBLISHER]