A recent study concerning childhood experiences has revealed that factors such as increasing living costs, issues of homelessness and housing security are contributing to challenges in education for children in both rural and urban schools. The investigation also suggests that experiencing structural inequality during early childhood plays a significant role in academic achievement.
The eighth part of the Children’s School Lives (CSL) investigation, conducted by the UCD school of education, examined various elements that contribute to/create children’s educational experiences and their “ability to thrive” currently as well as in their future adult lives. The researchers focussed on data obtained from 189 primary schools, studying 13 classrooms in detail and reviewing 28 individual cases. Detailed interviews with parents, educators, and school principals provided additional insights. The previous seventh report discussed children’s mental health and self-perception.
The most recent report emphasises the impact of social background and equality, finding that 54% of children studied fell in the medium affluence category, 20% were in the high affluence or wealthy group, and 26% were categorised as having low affluence or being below the poverty line.
The study declares that class-related divisions within Irish society are apparent in the socio-economic grading of primary schools. Roughly a third of the schools in the CSL sample are classified as Deis, indicating significant social deprivation and disadvantage. However, economic disadvantage is not limited to Deis schools, with about 20% of students in non-Deis schools being categorised as deprived.
Levels of wealth were found to have a significant effect on access to extracurricular activities. Specifically, it was found that children from wealthy families in second class were more likely to engage in activities such as cinema visits, museum trips, library usage, various lessons, and team sports compared to their less affluent peers.
Among the older student cohort tracked between 2019’s Grade 2 and the previous year’s Grade 6, anxiety levels remained unaffected by their family’s financial status or school type. Nevertheless, the younger group comprising students from kindergarten to Grade 2 over the same duration exhibited a different pattern. Children attending Deis schools displayed increased levels of anxiety, and kids from economically disadvantaged families exhibited a distinctly higher tendency to be concerned about future uncertainties.
In the most vulnerable communities, the prevalent issues faced by children and parents encompassed societal prejudice, urban decay, and restrictions on children’s spaces. Yet, a firm sense of belonging and the presence of multigenerational family ties were also perceptible.
Staff members from the most socio-economically deprived schools brought up concerns about drug addiction, inadequate food access, and trauma within the underprivileged communities.
The report emphasized the key role resources play in educational success, supporting children in their engagements within the learning process. This extends beyond financial means and tangible wealth to include knowledge and comprehension of the educational framework and access to supportive social networks.
Without access to these economic, cultural, and social resources, children find it challenging to cope. They deal not only with the repercussions of financial instability – now increasingly encompassing concerns about food and housing – but they also struggle with the harsh realities of living on society’s fringes.