SYSTEM LEVEL REFORM AT POST SYSTEM LEVEL REFORM AT POST PRIMARY: FUTURE STEPSPRIMARY: FUTURE STEPS

Dr. Paul DownesDr. Paul DownesDirector, Educational Disadvantage CentreDirector, Educational Disadvantage CentreSenior Lecturer in Education (Psychology)Senior Lecturer in Education (Psychology)

St. Patrick’s College, Drumcondra.St. Patrick’s College, Drumcondra.NPAVSCC 25NPAVSCC 25thth Annual Congress Annual Congress

Sheraton HotelSheraton HotelSaturday 13Saturday 13thth March 2010 March 2010

1.Investment in Education

The Irish Santa in Education Myth

OECD 2008: EDUCATION AT A OECD 2008: EDUCATION AT A GLANCEGLANCE

EXPENDITURE ON EDUCATIONAL EXPENDITURE ON EDUCATIONAL INSTITUTIONS AS A % OF GDP:INSTITUTIONS AS A % OF GDP:

IRELAND 2005: 4.6% IRELAND 2005: 4.6% OECD AVERAGE 2005: 5.8%OECD AVERAGE 2005: 5.8%IRELAND 2000: 4.5%IRELAND 2000: 4.5%IRELAND 1995: 5.2%IRELAND 1995: 5.2%JOINT 20TH OF 29 COUNTRIES FOR JOINT 20TH OF 29 COUNTRIES FOR PRIMARY/SECONDARY/POSTSECONDARY /PRIMARY/SECONDARY/POSTSECONDARY /NONTERTIARYNONTERTIARY

‘‘Equality in Education ?’Equality in Education ?’

Sean Flynn - Sean Flynn - The Irish TimesThe Irish Times – November 6, 2009 – November 6, 2009100 million euro for private schools from taxpayer100 million euro for private schools from taxpayerSt. Andrew’s Booterstown, Dublin – over 5 million St. Andrew’s Booterstown, Dublin – over 5 million euroeuroBlackrock – 4.2 million plus 114,000 for buildingBlackrock – 4.2 million plus 114,000 for buildingWesley College – 3.7 million plus 359,000 for capital Wesley College – 3.7 million plus 359,000 for capital worksworks17 fee paying schools – additional 2.1 million for 17 fee paying schools – additional 2.1 million for capital or building workscapital or building works

BUILDING ON STRENGTHSBUILDING ON STRENGTHS

DO YOU THINK YOU WANT TO STAY ON AT SCHOOL DO YOU THINK YOU WANT TO STAY ON AT SCHOOL

UNTIL THE LEAVING CERTIFICATE?UNTIL THE LEAVING CERTIFICATE? Primary Pupils: 5th/6th ClassPrimary Pupils: 5th/6th ClassNumber of Primary Number of Primary Schools engaged in studies: 18Schools engaged in studies: 18

Total: 750 yesTotal: 750 yes 80 no 2 probably80 no 2 probably 15 15 don’t know. 15 no answerdon’t know. 15 no answer

Number of Post Primary Schools engaged in Number of Post Primary Schools engaged in studies: 9studies: 9Questionnaires returned:Primary Schools: 862; Secondary Schools: 677Total: 1,539 Focus Groups 57

1.- Investment in Education2.- Students’ Experience of

Post Primary3.- Students and Transition4.- Emotional Support Needs5.- NBSS Reform6.- Parents’ Experience of

Post Primary7.- Benefits of After School Projects

2. Students’ Experience of Post 2. Students’ Experience of Post PrimaryPrimary

*Developing school climate at post-primary level*No sunlight ! Not money !………..*NDP ………………………………..*Transition – not merely a problem of the individual *H.Dip……………………………….

CONFLICT RESOLUTION SKILLS FOR TEACHERS Downes & Maunsell (2007) * Perceptions of being treated unfairly by teachers were exceptionally high at 50% of student responses in the fifth year group of one school, with 29% who stated that they were treated fairly by teachers being an exceptionally low figure. * The finding, in the US, of MacIver et al (1991) is relevant in this context, namely, that external pressure did bring increased motivation among middle school students but not among high school students.* Perceptions of being treated unfairly by teachers were particularly high in the school which was observed to have a particularly high proportion of 5th year students who stated that they did not want to stay on at school until the Leaving Certificate.

– Quinlan (1998a) observed that one of the Quinlan (1998a) observed that one of the interviewed teachers in Blanchardstown referred interviewed teachers in Blanchardstown referred to alienation of young people from an to alienation of young people from an authoritarian educational system. authoritarian educational system.

– Teacher-student relations was also a pervasive Teacher-student relations was also a pervasive theme intheme in Fingleton’s (2003) interviews with eleven Fingleton’s (2003) interviews with eleven early school leavers in the Canal Communities early school leavers in the Canal Communities Area of Dublin. These interviews highlight their Area of Dublin. These interviews highlight their alienation from the school system as well as the alienation from the school system as well as the desire of many for further paths to education desire of many for further paths to education though not through traditional routes.though not through traditional routes.

Downes and Maunsell (2007)Responses from students who perceived that they were not treated fairly by teachers include the following:“No some think they own the school”“The students aren’t treated fairly, I don’t know why, they just don’t and it’s very clear”“No they pick on certain students”“Fairly by some but teachers that hated another family member they think you’re like them when you’re not”“Most of them are very, very nice but there is just 1 or 2 that I don’t like one bit’“Mainly yes but 1 or 2 can be discouraging towards me. I am a good student and do my work mostly so they shouldn’t have a reason to be unfair”“No some teachers would talk to you rashly & then act so sweet in front of your parents”“No they pick on certain students”“No cause some teachers are bullies towards the students”“I’m leaving after the Junior because I hate it”Would change “the way the teachers treat the students”“I can’t wait to leave, I would leave tomorrow if I had the choice because I get picked on by a teacher”

· US adolescents cite a sense of isolation and lack of personally meaningful relationships at school as equal contributors to academic failure and to their decisions to drop out of school (Institute for Education and Transformation 1992; Wehlage & Rutter 1986). · Meier (1992) cites personalized, caring relationships with teachers as a prerequisite for high school-level reform

3. Students and Transition3. Students and Transition

Downes, P., Maunsell, C., Ivers, J. (2006). Downes, P., Maunsell, C., Ivers, J. (2006). A A holistic approach to early school leaving and holistic approach to early school leaving and school completion in Blanchardstown. school completion in Blanchardstown. BAPBAP

The responses to the question: ‘If you had a The responses to the question: ‘If you had a problem with your schoolwork would you tell problem with your schoolwork would you tell your teachers(s) about it ? Why/Why not ?’your teachers(s) about it ? Why/Why not ?’

SECONDARYSECONDARYYESYES NONO MAYBE N/AMAYBE N/A 122122 2727 8 8 66

While a large majority of students (approximately 75%) do feel comfortable in raising a problem with their schoolwork with their teachers, it must be acknowledged that a sizeable minority do not or are not sure if they do (more than 20%) PRIMARYYES NO MAYBE N/A210 18 1 1

It is of concern that:- there is a sharp increase in 1st year compared to 6th class responses in those students who are not willing or are not sure if they would tell a teacher about an academic problem – from 8% (Primary) to more than 20% (Secondary)

- there is a sharp decrease in 1st year compared to 6th class responses in those students who are willing to tell a teacher about an academic problem – from approximately 91% (Primary) to 75% (Secondary)

- these differences between primary and secondary level are statistically significant ones

Sharp Increase in Students who perceive that they are Sharp Increase in Students who perceive that they are not treated fairly in Secondary School compared to not treated fairly in Secondary School compared to

Primary SchoolPrimary School

The responses to the question: ‘Are you treated The responses to the question: ‘Are you treated fairly by teachers in school ? Why/Why not ?’ fairly by teachers in school ? Why/Why not ?’

were as follows:were as follows:   

PRIMARY: 6th ClassPRIMARY: 6th Class

YES. DON’T KNOW/NO ANSWER. YES. DON’T KNOW/NO ANSWER. NO. NO. YESBUT.YESBUT. 170170 33 36 36 21 21

SECONDARY: 1st YearSECONDARY: 1st Year

YES. DON’T KNOW/NO ANSWER. NO.YES. DON’T KNOW/NO ANSWER. NO. YES BUT. YES BUT.9090 1010 4141 2121

- Approximately 74% of pupils at primary level (6th class) state that they are treated fairly by teachers in school- Approximately 55% of students at secondary level (first year) state that they are treated fairly by teachers in school- Approximately 15% of pupils at primary level (6th class) state that they are not treated fairly by teachers in school- Approximately 25% of students at secondary level (first year) state that they are not treated fairly by teachers in school *These differences between 6th class primary and 1st year secondary are statistically significant i.e., there is a statistically significant increase in perception of being treated unfairly by teachers in secondary school compared to primary school.

4. Emotional Support Needs4. Emotional Support Needs

Stokes (2009) survey of reported difficulties of Youthreach participants:

37% Dysfunctional family background22% Need for sustained psychological support

20% Substance misuse problems23% Literacy and numeracy problems

13% Specific learning needs

School Matters (2006) P 35 “Many of the behaviours ‘acted out’ in the classroom are linked to events happening outside of the school itself, including family relationships, alcohol and drug use or mental health

issues”.

THE NEED FOR COMMUNITY BASED THE NEED FOR COMMUNITY BASED EMOTIONAL SUPPORTSEMOTIONAL SUPPORTS

Would you talk to an adult working in the school Would you talk to an adult working in the school about your problems?about your problems?Yes PrimaryYes Primary 240 240 No PrimaryNo Primary 300300Maybe/depends Primary Maybe/depends Primary 2525Don’t know PrimaryDon’t know Primary 6 No Answer Primary 466 No Answer Primary 46

Yes SecondaryYes Secondary 131131No SecondaryNo Secondary 312 312 Maybe/depends Secondary 23Maybe/depends Secondary 23

Downes and Maunsell (2007) Suicide risk• There is an urgent need for increased provision of emotional support services locally which target young people.A large majority of the two focus groups who raised the issue of suicide prevention had personal acquaintance with people aged 16-18 who had committed suicide. Only 2 out of 14 people between ages 16-18 knew no one who had committed suicide:

- “Why do you think some people are dying ? Because there is no one to talk to”- “fellas wouldn’t tell about their problems, wouldn’t use counsellors”- “we should do more personal development”- “girls slit their wrists”- “girls take tablets and slice their wrists”- “girls sleeping around to hurt themselves, other ways instead of slitting wrists”

Cont.,Cont.,

- “6 committed suicide one summer coming up to the Leaving Cert results, 1 owed money for drugs, 1 wanted by 1 other fella, 2 of the 6 were girls”

- “about 7 my age or younger [killed themselves]”- “about 2 committed suicide, a dozen who’ve threatened to”- “know a couple on the verge of doing it”- “In Clondalkin 40 people hung themselves, mostly fellas”- “because of depressions and being on your own, feel like no one pays

attention and if no feeling inside you and you can feel pain you’re going to do it”

- “know 6, all girls, tablets and slitting wrists, 1 fella who hung himself ”

- “3 close friends and a guy who hung himself ”.

• An explicit link between suicide of young people and owing money for drugs was raised by a number of respondents and is a matter of extreme concern:- “a couple of my friends killed themselves because they were in debt to drugs”- “drug related 2 or 3, mainly owing money”- “they kill themselves because they owe money for drugs”.

• The need for clearer information locally about emotional support services for young people is evident:- “suicide support not made public enough, only know the Samaritans”- “no information about counselling services”- “would go if they were encouraged to use them”.

Kaplan et al’s (1994) North American study of 4,141 young Kaplan et al’s (1994) North American study of 4,141 young people tested in 7th grade and once again as young adults people tested in 7th grade and once again as young adults which found a significant damaging effect of dropping out of which found a significant damaging effect of dropping out of high school on mental health functioning as measured by a high school on mental health functioning as measured by a 10-item self-derogation scale, a 9-item anxiety scale, a 6-item 10-item self-derogation scale, a 9-item anxiety scale, a 6-item depression scale and a 6-item scale designed to measure depression scale and a 6-item scale designed to measure coping. coping. This effect was also evident when controls were applied for This effect was also evident when controls were applied for psychological mental health as measured at 7th grade. The psychological mental health as measured at 7th grade. The significant damaging effect of dropping out of school was also significant damaging effect of dropping out of school was also evident even when controls were applied for gender, father’s evident even when controls were applied for gender, father’s occupational status, and occupational status, and ethnicityethnicity

5. N B S S Reform5. N B S S Reform

Key Strength: Alternatives to Key Strength: Alternatives to SuspensionSuspension

ALTERNATIVES TO SUSPENSION

* Suggestions for alternatives to suspension in secondary * Suggestions for alternatives to suspension in secondary schools made by a range of local services strongly resonate schools made by a range of local services strongly resonate with recommendations made at a national in-service of with recommendations made at a national in-service of School Completion Programme to ‘improve the climate for School Completion Programme to ‘improve the climate for teaching and learning in classrooms’ included at the ‘school teaching and learning in classrooms’ included at the ‘school systems’ level’: systems’ level’:

‘‘Requirement for alternative needs based individual Requirement for alternative needs based individual curriculum with elements of youth work approach’ curriculum with elements of youth work approach’

* Behaviour support classrooms – School Matters (2006)* Behaviour support classrooms – School Matters (2006)

* INTO (1993) * INTO (1993) Discipline in the Primary Discipline in the Primary SchoolSchool::

“ “To focus on the pupil alone is to ignore the To focus on the pupil alone is to ignore the interactive nature of human relationships and interactive nature of human relationships and the very special context that exists in schools the very special context that exists in schools and classrooms. The quality of relationships and classrooms. The quality of relationships and the nature of the social context created and the nature of the social context created are vital elements in the whole process of are vital elements in the whole process of control and discipline” control and discipline”

* The issue of perceptions of being treated fairly or otherwise in school needs to move beyond ‘blame’ and an individualised focus on the individual teacher or student to a systems’ level analysis.

* Barnardos ‘Make the Grade’ (2006): H.Dip and In-service focus on Teachers’ Conflict Resolution Skills

School Matters (2006) P 59 There are individual teachers whose classroom

management skills need to be improved or modified in ways that support the smooth functioning of lesson presentation...It can also be that there are some teachers whom students perceive to be partisan and not even-handed in their interactions with all students.

P 98 There were repeated calls for professional development in areas that could help to diffuse some of the anger and frustrations that some young people in our schools exhibit. Suggested areas include Anger Management, Conflict Resolution, Restorative Practices, Cognitive Behaviour Therapy etc. The Task Force considers these calls are well grounded and advocates that these themes form the focus of future CPD initiatives

Though there are extremely important issues highlighted, there are significant limitations to School Matters (2006) pointing to

the need for a wider mental health strategy than the NBSS•No direct empirical data (see s.2.10)•No unmediated voices of students and parents•Sleep, Hunger needs more focus re: misbehaviour•A wider focus needed on students’ experience and not simply their behaviour•Substance abuse and reasons for engaging in this beyond ‘hedonism’ and ‘a lack of personal responsibility’ – intervention through a preventive approach examining students’ life experiences and searches for meaning•Trauma/Stress related experiences (bereavement, suicide, rape, sexual abuse, bullying, divorce etc) conflated with Emotional and Behavioural Disorders

Cont.,Cont.,

The ‘Care Team’ (Level 4) is not a care team with emotional counselling training !!Principal/Deputy P/Year Heads/Guidance Counsellor/HSL/ChaplainWhat are its procedures for confidentiality and how are they communicated to students ??Little focus on conflict resolution through promotion of positive experiences in school (e.g., through arts and emotional experience) and beyond, but more on avoiding negative behavioursDanger that the withdrawal strategy of Behaviour Support Classrooms falls between two stools of a) not engaging students where therapeutic help needed, b) not challenging interpersonal dynamics but focusing simply on the individual (see also INTO 1994 p.39 on exclusionary effects)

ASTI survey on Discipline in Schools 2004 – 67% and 28% of teachers strongly agreed/agreed respectively that a Stress Prevention Programme was necessary for teachers

Lack of strategic connection between the teacher counsellor/support service and the NBSSReactive to misbehaviour rather than preventive of misbehaviourFocusing on externalising behaviour and not on internalising behaviourInstitution centered more than student centeredA potentially vital service to engage potential early school leavers is narrowed to a focus on their behaviour Limited role for evaluation of the interventions by students and parents ?

10 Secondary schoolsSchool Matters (2006) P 69 “The Task Force sees the school as the centre, nested in its unique ethos and culture… A school is imbued with its own unique ethos and culture”.

Statutory Committee on Educational Disadvantage (2005): Make the school a focal point of community education

QDOSS (Downes 2006): Arts, Sports and Parental Involvement in Out of School ServicesTeacher conflict resolution skills, understanding of local culture

6. Parents’ Experience of Post 6. Parents’ Experience of Post PrimaryPrimary

FAMILY INVOLVMENT IN EDUCATIONIN BALLYMUN

(Ballymun Whitehall Area Partnership 2009)

Based on a survey of 40 mothers, 6 fathers and one female guardian

Questionnaires were completed for 16 children in preschool, 16 in primary school and 15 in secondary school

The children of the parents interviewed attended 8 different preschools, 10 different primary schools and 10 different secondary schools..

Table 2.7: Levels of Emotional Support Received by Survey Respondents from Different People in relation to Raising of Child

Total Applicable Responses

Of Which …

A Large Amount

Quite a Bit

A Certain Amount

Not much

Never

Your Mother 35 22 6 5 1 1

Your Father 31 12 4 6 3 6

Other Grandmother (not your mother)

393 3 3 5 25

Grandfather (not your father)

251 0 2 1 21

Partner 38 33 3 1 0 1

Child's Parent/Other Parent

3116 0 2 2 11

Your Sister(s) 40 14 10 6 4 6

Your Brother(s) 42 4 3 6 11 18

Child's Brother(s) or Sister(s)

322 5 1 6 18

Work Colleagues 20 1 2 3 3 11

Neighbours 46 0 2 10 3 31

Friends 47 4 10 15 7 11

Social Worker 16 1 0 1 0 14

HSCL Coordinator 23 0 1 2 0 20

GP 45 2 2 3 4 34

Child’s Teacher 31 1 1 1 5 23

School Principal 31 0 0 3 4 24

Preschool Staff 15 0 0 1 4 10

Preschool Leader 15 0 0 1 4 10

Paid Childminder 2 0 2 0 0 0

Other 17 3 2 2 0 10

Cont.,Cont.,

Table 3.1: How Parents Feel when Visiting Child’s School/Preschool/Childminder

No. of Responses

Extremely

Welcome

Somewhat

Welcome

Somewhat

Unwelcome

Unwelcome

Preschool

16 14(88%)

1(6%)

0(0%)

1(6%)

Primary

16 12(75%)

4(25%)

0(0%)

0(0%)

Secondary

15 7(47%)

2(13%)

6(40%)

0(0%)

Total for all Respondents

47 33(70%)

7(15%)

6(13%)

1(2%)

010

2030

405060

7080

90100

Preschool Primary Secondary

%

Happy and Satisfied Somewhat happy but could be improved

Figure 3.10: Proportion of Parents ‘Happy and Satisfied’ or ‘Somewhat Happy but Could be Improved’ on Verbal Communication with School/

Preschool/Childminder

Figure 3.10 shows that 88% of preschool parents were ‘happy and satisfied’ with their level of verbal interaction, with another 7% ‘somewhat happy’, suggesting high levels of satisfaction in this regard. For primary level parents, the equivalent figures are 69% and 31%, again suggesting a good level of satisfaction. However, at second level, reflecting answers to previous questions, the equivalent figures are 27% and 33%, with the data showing 27% ‘somewhat unhappy’ and 13% ‘unhappy/dissatisfied’.

People from whom at least 75% of parents receive ‘a large amount’ of emotional support

People from 50-75% of parents receive a large amount of emotional support

Partner (70%)

People from whom 25-50% of parents receive a large amount of emotional support

Respondent’s mother (47%), Child’s other parent (34%), Respondent’s sister(s) (30%), Respondent’s father (26%)

People with whom under 25% of parents receive a large amount of emotional support

Brother(s) (9%), Friends (9%), Other grandmother (6%), Child’s brothers or sisters (4%), Work colleagues (2%), Social worker (2%), Child’s teacher (2%), Other grandfather (2%), GP (0%), HSCL Coordinator (0%), Preschool staff (0%), Preschool leader (0%), Paid childminder (0%), Neighbours (0%), Child’s school principal (0%)

Table 2.8: Extent to Which ‘A Large Amount’ of Emotional Support in relation to raising their child is

received by Parents from Different People

•Illustrates the outreach gap in family therapeutic servicesNeed for multidisciplinary community based psychology teams for outreach and emotional support for families and children – prevention and early intervention multidisciplinary teams (see Familiscope, Ballyfermot www.familiscope.ie) •This sample can be presumed to be easier to reach than others who did not participate•Where is the professional support for those experiencing trauma (bereavement, suicide, bullying, substance misuse etc) depression and life stressors (divorce etc) ??

Table 3.5: Level of Happiness of Parents with Parent-Table 3.5: Level of Happiness of Parents with Parent-

Teacher/Parent-Childminder MeetingsTeacher/Parent-Childminder Meetings No. of

Responses

Happy and Satisfied

Somewhat Happy

but Could beImproved

Somewhat Unhappy

Unhappy/Dissatisfied

Preschool 9 9(100%)

0(0%)

0(0%)

0(0%)

Primary 16 14(88%)

1(6%)

1(6%)

0(0%)

Secondary 15 5(33%)

7(47%)

2(13%)

1(7%)

Total for all Respondents

40 28(70%)

8(20%)

3(8%)

1(3%)

Note: Seven parents of preschool children did not answer this question as they indicated that the question was not applicable to them, presumably because there were no parent-teacher meetings organised in their child’s preschool

However, there were also some less positive experiences and comments, which included the following:

“The meetings need to be better organised” (Primary school parent)“They are not very private. Conversations can be overheard” (Secondary school

parent)“Parent-teacher meetings are too negative; they do not support or encourage my son.

I felt intimidated as though I were the child” (Secondary school parent)“In the hall, parents have to queue. I could be hours waiting to see one of my

children’s teachers” (Secondary school parent)“Meetings are not frequent enough and could be more constructive” (Secondary

school parent)“I didn’t have a wholly positive experience at meetings. Some teachers weren’t

accessible. The school took my name and number but the teachers never called me. I queued a few times and then the line was closed and left without seeing the teacher”.

(Secondary school parent)“No privacy as everyone is in a small hall. This is a problem if your child has

difficulties as everyone else can hear. Some teachers didn’t really know my daughter – it was a ‘tick box’ exercise. As a middle of the road student she goes unnoticed

unlike an A student or a troublesome student’ (Secondary school parent) “I was unhappy with what I felt was a teacher’s rude comment about my daughter”

(Secondary school parent)

Table 4.1: Attendance by Parents at School Table 4.1: Attendance by Parents at School Activities and Events (No. of Parents)Activities and Events (No. of Parents)

No. where Activit

y Happe

ns

Parent Alway

s Atten

ds

ParentSometimes

Attend

Parent Does

n’t Atten

d

Parent Not

Invited

School plays/ musicals/concerts

34 24 1 2 6

Sports days or events 44 14 2 1 27

Open days 32 22 7 1 2

Fundraising activities 36 8 7 4 16

School trips 42 6 2 5 29

Family Involvement in Education in Ballymun (2009): “There are particular issues in relation to parental

involvement in the education of second-level students with parents finding this more challenging”.

Non threatening to overcome fear – fear of failure, also fear of success (Ivers 2008)

This report (2009) concludes:* “The relatively low number of parents receiving supports from local community organisations may suggest scope for increased awareness of available supports”.* “Particular supports may be needed to support parents who themselves have low levels of education or who are not in paid employment”. * “There is no system for early (i.e. the first five years) identification of families at risk of educational or social isolation; however, there are structures through which preventative and support programmes could be mediated (assuming additional resources were made available), the community-based public health service being a case in point.”

7. Benefits of After School Projects7. Benefits of After School Projects

Morgan (1998) cites a study by Beacham (1980), which found that over 60% of high school drop-outs were not involved in any extracurricular activities during their high school years – a level which is significantly higher than any estimates of the overall number not participating in such activities. This study arguably has much relevance also to the primary school context.

McNeal's (1995) study in a US context examined whether certain types of extracurricular activities were more influential than others in preventing early school leaving.

From a database of over 20,000 high-school students, it was found that participation in activities such as sports and fine arts significantly reduced the risk of early school leaving, whereas participation in academic or vocational clubs were seen to have less effect. The beneficial effects of sport and fine arts remained even when important factors like race, socio-economic status, gender and ability were controlled. QDOSS recognises the centrality of the Arts in Out-of-School Services in that the Arts helps both with employing culturally relevant materials to improve literacy and with personal expression to overcome fear of failure often associated with literacy issues.

Participation in even one extracurricular school activity is associated with a reduction in rates of early school dropout, particularly for high-risk youth (Mahoney & Cairns 1997). Mahoney (2000) defines participation as one or more years of involvement in the extracurricular activity and states:

The participant is attracted to the activity and is likely competent in that area or may even excel. Unlike preventive interventions that attempt to correct academic or social deficits by remedial work, extracurricular activities may foster a positive connection between the individual and school based on the student’s interests and motivations. The specific activity pursued may be less important than the act of participation itself (p.503)

Priority Steps for Reform at Post Primary

1a) Teachers’ Conflict Resolution Skills on H.Dip pre-service courses1b) Teachers’ Conflict Resolution Skills - compulsory in-service courses2) Investment in emotional support services3) Redevelop the strategy underlying the NBSS to focus on emotional support services, teacher conflict resolution skills and poverty related problems such as hunger affecting behaviour in school4) Redirect funding from private schools 5) Curricular reform including teacher professional development

on constructivist teaching methods, i.e., active learning approaches related to students experiences6) Investment in Afterschool clubs, drop-in centres, safe spaces

for young people to socialise

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