From Leaving CertiFiCate to Leaving SChooL a Longitudinal Study ...

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180 From Leaving Certificate to Leaving School differences within schools. However, they were much less likely than young men to report their schooling had fostered an involvement in sports, with 43 per cent reporting it had been ‘no help’ in this respect compared with 28 per cent of their male peers. Students with higher stress levels tend to be more critical than other students of the benefits of second-level education. What is striking is that these differences apart, there is very little variation in the assessment of schooling by gender, social class, prior achievement or having taken Transition Year. There is very little systematic variation in terms of the objective characteristics of schools. Girls’ schools are somewhat less likely to foster an interest in involvement in sports. Furthermore, students attending working-class schools are more likely to be positive about the benefits in terms of ICT skills, a pattern which reflects the greater use of ICT for teaching and learning in these settings (see Chapter Two). While variation is evident across individual schools in the perceived skills and competencies developed, this variation is not easily explained and is likely to reflect the complex interaction between the subjects provided, teaching methods used and the nature of the school climate. In the remainder of this section, we focus on the perceptions of the benefits of second-level education across the case-study schools. 6.2.1 Making Friends In interviews with students about their perceptions of school and opinions about what they got from school, students often initially responded with humour, with comments such as ‘nothing’, ‘not much’ or ‘a headache’. However, in further discussions and in line with the survey findings above, the majority of students interviewed felt that their friends were one of the most important benefits of their time in school. Some of the students in Argyle Street spoke about making lifelong friends in school with other people that they can trust: Like you make friends that you’ll probably have for years. … You’ve got your friends, they are people you can trust. (Argyle Street, coed school, mixed intake)
Looking Back, Moving Forward 181 Some students felt that their friends were the only positive aspect of their entire school experience: Your friends and that would be the only thing you’d take out of it. (Belmore Street, girls’ school, mixed intake) Students in Dawson Street also spoke about forming friendships which they felt could last a long time: Even friendships you made. Could be forever. … Made loads of friends. (Dawson Street, coed school, mixed intake) In Dawes Point, students spoke about the importance of their friends in school and, in particular, the fun they have had in their final year together: Friends. Yeah, the best years of your life, really have a good laugh like. Experiences. Some memories, some memories from this year, brilliant like. (Dawes Point, boys’ school, working-class intake) In Park Street, students felt that they ‘wouldn’t have lasted’ in the school without their close group of friends: This school would be absolutely crap on your own, sometimes what makes it only good is that you do have friends in here. (Park Street, boys’ school, mixed intake) Other students at this school commented that their school friends would provide positive memories for them in the future: At least you have something to look back on, at least you had a bit of a laugh with your friends. (Park Street, boys’ school, mixed intake) Student comments about friendship often preceded other comments about how school had helped them to mature and develop socially. This, many felt, helped them to broaden their circle of friends:
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The Economic and Social Research In
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FROM LEAVING CERTIFICATE TO LEAVING
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CONTENTS List of Tables and Figures
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Contents vii 5.3.3 Always Wanted to
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x From Leaving Certificate to Leavi
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xii From Leaving Certificate to Lea
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EXECUTIVE SUMMARY Introduction Curr
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Executive Summary xvii centrate on
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Executive Summary xix to higher edu
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Executive Summary xxi Such a focus
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2 From Leaving Certificate to Leavi
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Chapter Two CURRICULUM, TEACHING AN
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Chapter Four LEAVING CERTIFICATE EX
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REFERENCES Airasian, P.W. and Madau
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References 241 Grodsky, E., Warren,
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References 243 Mickelson, R.A. (199
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References 245 Smyth, E. and Calver
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Current debates about senior cycle
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