New research explores views of educational success and underachievement

A significant new research report into educational underachievement in controlled schools – commissioned and funded by the Transferor Representatives’ Council – has been launched by Stranmillis University College.

Beyond the Stereotype is based on group interviews with principals, teachers and pupils in eight primary and post-primary schools in suburban, town and rural areas, and also with school governors and other leaders in those communities.  The study aims to go ‘beyond the stereotype’ of the well-documented challenge of underachievement among Protestant working class boys in inner-city areas, and to ‘cast the net wider’ to provide a broader and more representative picture.  It raises important questions about the purpose of education and how we measure success.

The study finds that while pupils view educational achievement as largely related to success in external exams (such as GCSE and A-levels), many school and community leaders (including employers) place greater value on a wider range of skills and abilities, and pupils’ mental and physical health, self-confidence, happiness and willingness to learn.

Particular challenges in rural communities, which have not been reported extensively to date in previous studies, are identified with some school leaders speaking of the difficulty in motivating boys to work hard towards GCSEs.  Disadvantage across generations and a lack of educational aspiration, often associated with inner-city working-class contexts, are also reportedly strong features of many farming communities.

Beyond the Stereotype also finds that schools lack support in terms of sourcing standardised tests for pupils, which are bought in from private companies in the absence of government-funded tests.  A resulting variety of approaches in testing at primary level mean that post-primary schools often test pupils within their first few days at their new school; this, in turn, adds to an impression among pupils that post-primary education is about tests and scores.

School leaders are doing “sterling work” in keeping education going throughout the pandemic with one positive consequence of this crisis being that “schools and families are often now better connected than ever before” due to the increased use of remote technology.

Many community leaders speak of their passion for supporting schools and helping local children to succeed.  A range of perspectives – supportive and critical – on the role of Protestant Churches in education is heard; the study affirms that where school leaders are open to church involvement (which cannot be assumed) and where a local church engages meaningfully, tangibly and unconditionally in its local school, “there is enormous potential to improve educational outcomes.”

The Transferor Representatives’ Council (TRC) – representing the Church of Ireland, the Presbyterian Church in Ireland, and the Methodist Church in Ireland in educational matters in Northern Ireland – has again expressed its thanks and deep appreciation to school principals, staff and governors for their commitment to management, teaching and learning, pastoral oversight, and financial control in these unprecedented times.

Speaking on behalf of the TRC, its Chairperson, Miss Rosemary Rainey OBE, said: “Schools have experienced enormous pressures since the pandemic began. We, as a society, owe a great debt to principals, teachers, support staff and school governors who have had increased workloads, and had to change methodology, including adapting to remote and blended learning and teaching, prior to the re–opening of schools to all pupils, a return to face–to–face classroom experience and children spending time together again with peers.

“The TRC recognises and applauds the tremendous contribution of school governors, who work tirelessly on a purely voluntary basis in the interests of schools, children and young people. They deal with – alongside other commitments – finance, staffing issues, appointments, complaints, inspections, and school policies, and attend functions in schools on a regular basis. During the pandemic, more responsibility fell to chairpersons who dealt almost daily with their respective principals to ensure that schools continued to deliver teaching and pupils continued to learn. Their service to schools and to our society is vastly undervalued. The TRC commends them and all school governors who faced particular challenges but continued to serve the local community faithfully and well.

“Governors’ tenure has now been extended for a further additional year so it is both fitting and appropriate that we pay tribute to their service at this time. Schools cannot operate without governors yet their sterling service often seems to go unnoticed and unappreciated by society in general. The TRC gratefully acknowledges the variety and wealth of skills, knowledge, and experience that governors bring to schools. Principals value their support and guidance, often relying on them to be critical friends.

“The TRC thanks all school governors for their service and assures them of the prayerful support of the three Churches, their respective Boards of Education, and their membership as a whole.”

The Church of Ireland Board of Education (Northern Ireland) has expressed its concern for the welfare of children and young people, who as a group have been severely affected by the Covid–19 pandemic, and its thanks to all schools and to all organisations that support children and young people.

Archbishop John McDowell.

The Archbishop of Armagh, the Most Revd John McDowell, Chair of the Board, said: ‘As a Board of Education and as a Church, deeply involved in education at all levels, we wish to commend the work of all principals, teachers, staff and governors in their work to maintain learning, and to support children and young people in their education at this time of great social upheaval. It is difficult to think of words which are emphatic enough to commend the achievement of our schools.

‘The Board is also conscious of the vital work being undertaken by youth workers and volunteers (including those serving through activities run by the Churches) and other statutory and voluntary services. The Board wishes to particularly thank those involved in work to calm tensions and provide positive leadership to young people in areas where there has been a potential for violence.’

Dr Peter Hamill, Secretary to the Board of Education, stated: ‘For many years, youth workers and volunteers have been the unsung heroes of supporting young people with their mental health and many other issues.’

The Board welcomes the Independent Review of Education being undertaken as a commitment from the New Decade New Approach agreement, and the Board looks forward to engaging with the panel once it is appointed.

The Church of Ireland’s Board of Education (Northern Ireland) has expressed its thanks to all those involved in the life of our schools as the Christmas break approaches.

Speaking in his role as Chair of the Board, the Archbishop of Armagh, the Most Revd John McDowell, said: “As schools prepare to break up for a well–deserved Christmas break, I simply wanted to offer my heartfelt thanks to all teachers, pupils, governors and support staff of every kind, for the truly remarkable achievements of the past term.  Probably for many principals and senior leadership teams, it has seemed as though term began in the middle of the summer when, at very short notice, you were required to prepare for opening schools to all pupils in September, for the Autumn term.  To have done so, and to have maintained the regular rhythms of teaching and learning and pastoral care when the ground was shifting underneath our whole society is a truly remarkable tribute to your professionalism, resourcefulness and dedication. No–one could failed to be impressed by this immense effort.

“And I wish too to thank all pupils and students who have had to face a changed learning environment and have adapted so well to it. It has not been easy at times and I have no doubt there have been anxieties and stresses, but I trust you have a justified sense of achievement and can look forward to relaxing over large helpings of Brussels sprouts.  All concerned have much to be proud of and I hope can find a renewed sense of joy as we celebrate the coming into our world of Jesus Christ, the Word made flesh.”

Dr Peter Hamill, Secretary to the Board, added his best wishes for the Christmas season: “We have all a great deal to thank you for and you have every reason to enjoy the Christmas break, perhaps more than in any other year. There may have been fewer or smaller planned events than in other years but, under immense pressure, you managed to carry on and provide an excellent education for all pupils and students. The Church of Ireland wishes to acknowledge their hard work and dedication. May they have a restful Christmas and a peaceful New Year.”

Similar messages of thanks to schools are being shared by Church of Ireland bishops with dioceses covering the Republic.

The Church of Ireland’s Board of Education (Northern Ireland) is encouraging members of the Church to respond to a short questionnaire on the post-primary transfer procedure, published by the Northern Ireland Assembly’s Education Committee. The survey – which is available at http://nia1.me/448 over the summer months – only takes five minutes to complete and the Board would encourage as many people as possible to take part.

“Education is facing challenging times ahead and I encourage you to pray for all the children and staff returning in the next few weeks,” Dr Peter Hamill, Secretary to the Board, added. “For many children, school is the only place they encounter Christianity and never has there been a more vital time when Christians can witness the love of God to young people.”

A recent meeting between the Chair of the Education Committee, Chris Lyttle MLA, and the Transferor Representatives’ Council – representing the Church of Ireland, the Presbyterian Church, and the Methodist Church – included a discussion on the impact of the pandemic on schools, and particularly the emotional and social impact on the incoming P7 class.