https://doi.org/10.70092/IJE.51
TITLE – Home learning environment and parental characteristics of high- and low-achieving pupils in Ireland: Evidence from PIRLS 2021 and TIMSS 2023
AUTHORS – Sarah McAteer
Home is where many children first engage in experiences that support the development of their educational skills. Understanding the role of the home learning environment and parental factors is therefore key for informing educational policies. This study examines factors associated with the achievement of 10- and 11-year-old pupils using data from two international large-scale assessments that took place in Ireland: PIRLS 2021 and TIMSS 2023. Pupils in the highest- and lowest-achieving quartiles in each study were compared across parental factors (education level and educational expectations) and home environment factors (socioeconomic status and early literacy and numeracy activities). Results showed that more high-achieving pupils had parents who reported attaining a higher education level. Across groups, parents’ expectations for their children’s education were generally similar to, or higher than, their own education level. Pupils from homes with higher socioeconomic status were more likely to be high-achieving. These findings contribute to the current research and emphasise the importance of the home learning environment and parental factors in shaping educational policy and strategies in Ireland.
https://doi.org/10.70092/IJE.51.01
TITLE – Menstrual Equity in Irish Schools: Participation, Dignity, and Substantive Equality
AUTHORS – Ann Daly
Menstruation remains an under-recognised but significant factor shaping students’ participation, wellbeing, and attendance in Irish primary and post-primary schools. While recent policy attention has focused on period poverty and access to menstrual products, evidence suggests that product provision alone does not address the broader structural, cultural, and organisational barriers experienced by students who menstruate. Drawing on Irish education policy, national data, and international comparative evidence, this article advances an evidence-based policy commentary on menstrual equity in schools. Using a substantive equality perspective aligned with established Irish approaches to disadvantage, inclusion, and wellbeing, it examines how current policy responses fall short and what a more coherent, system-level approach might entail. Comparative analysis of the New South Wales Menstrual Hygiene Program illustrates how integrated provision, curriculum reform, and student participation can be embedded within education systems to address menstruation-related challenges in schools. The article concludes by outlining implications for policy, school leadership, and inspection within the Irish context.
https://doi.org/10.70092/IJE.51.02
TITLE – Reframing Evaluation: Lessons from Transition Year STEM Projects in Ireland (2018–2022)
AUTHORS – Tuhin Chakraborty, Cathy Foley, Clement Agoni & Rachel Iredale
Transition Year (TY) is a one-year programme in the Irish secondary school system designed to support personal, social, and vocational development. It takes place in year four of a six-year cycle in secondary school after the first formal State exam. Children who are in TY are typically aged 15-16. This study presents a systematic analysis of 32 STEM-focused TY projects funded through the Discover Programme of Research Ireland (formerly Science Foundation Ireland) between 2018 and 2022. Using internal reports, externally commissioned evaluations, and mixed-methods analysis, the study explores how project teams approached impact assessment within diverse educational contexts. While surveys were commonly used (75%) and mixed-methods approaches appeared in half of all projects, external evaluation (31%) and longitudinal tracking were applied selectively, often reflecting project scope, capacity, and local considerations. The findings highlight the natural variation that emerges when flexible funding programmes support a wide range of partners, pedagogical models, and community needs. The findings also reveal that Research Ireland can encourage researchers to strengthen their evaluation capacity through cocreated, context sensitive methodologies by enhancing support for reflective and participatory practices. This work contributes to the ongoing development of a coherent, inclusive evaluation culture in Ireland’s STEM education landscape.