Towards a Better Future

Towards a Better Future: A Review of the Irish School System
Level 2 Priority Learning Units and the Level 1 Learning Programme envisaged in the implementation
framework for the Junior Cycle (DES, 2015 b) will address these issues. Thus, in order to respect the
rights of such individuals with disabilities and to fulfil the commitments consonant with international
covenants and agreements, continuing support for pupils with disabilities (physical, sensory and
learning), and for those with any kind of SEN must, remain a core part of the education agenda, as must
professional development for teachers (O’Gorman, et al., 2009).
ETHNIC DIVERSITY
Many schools now cater for children from a variety of cultural backgrounds. In some schools there
may be up to twenty nationalities and linguistic backgrounds, and children from a wide variety of
religious backgrounds. By 2007, some 10% of primary school pupils were from immigrant or
‘newcomer’ families, of whom over three quarters were non-English speakers (Smyth et al., 2009,
pp. 44-45). At second level, some 6% of pupils were from immigrant families, of whom 70% were
non-English speakers. Again, some schools have a much higher proportion of their pupil populations
comprising immigrant children. At primary and second level, there are some schools with over 20%
of their pupils in this category (ibid.). There is evidence from other countries that allowing high
concentrations of ethnic or racial minority children in some schools has a negative effect. For
example, in the US, it has been found that school factors are very powerful and that black children
are more likely to attend predominantly
minority schools and that this leads to a
“
black/white achievement gap (Condron, 2009).
A study by the ESRI (Byrne et al., 2010) found
little evidence of segregation in the Irish context
but, in line with international studies, found that
schools with a more socio-economically
disadvantaged intake tend to have a higher
proportion of immigrant students than other
schools, and this was true for both urban
primary and second-level schools. This finding,
they argue, raises concern about whether
‘choice’ is available for immigrant families given
that these schools tend to be undersubscribed
relative to non-DEIS schools.
Many schools now cater for
children from a variety of
cultural backgrounds. In some
schools there may be up to
twenty nationalities and
linguistic backgrounds, and
children from a wide variety of
religious backgrounds.
”
Studies have shown the difficulties that some immigrant children face when attending school in
Ireland and the need for more support for them in school contexts. The need for immigrant children
to have language and intercultural support in school settings in Ireland is evident (Tyrrell et al.,
2011). However, it is also evident that there are as many differences between immigrant children as
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