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

Executive Summary
xix
to higher education than their middle-class peers. The social mix of the
school further shaped student pathways, with higher education seen as
the ‘natural’ pathway for young people in middle-class schools and in
some of the socially mixed schools. In contrast, guidance in workingclass
schools often focused on PLC courses and apprenticeships, with
some students feeling that staff held lower expectations for them and
encouraged them to take these more ‘suitable’ courses.
Implications for Policy Development
The detailed findings of this report and the companion volume by Smyth
and Calvert (2011) provide a strong evidence base to inform ongoing
discussion on the possible reform of senior cycle. This section outlines
the main policy issues identified in this study which include: the importance
of junior cycle experiences; the role of guidance; and the impact of
the Leaving Certificate on teaching and learning.
1. The Importance of Junior Cycle Experiences
• This study highlights the importance of junior cycle school experiences
in shaping student engagement with learning in fifth and sixth
year. Thus, it is evident that reform at senior cycle must be considered
in tandem with changes at junior cycle level.
• Being placed in lower stream classes in junior cycle has significant
negative consequences for student retention and for performance in
the Leaving Certificate exam. Moving towards more flexible forms
of ability grouping is therefore likely to improve student outcomes.
• Our findings highlight the importance of second year in shaping later
student engagement. This is often regarded as an ‘in-between’ year
by school personnel but many second year students are found to
struggle with their schoolwork and these difficulties have longer
term consequences. Additional help or targeted support for students
during this period may help to prevent later problems.
• Disengagement from school at senior cycle can be influenced by a
negative cycle of teacher-student interaction developed at junior cycle.
Promoting a positive school climate of respect between teachers