Idir 2011 agus 2013, rinne an FTO staidéar fadaimseartha maidir le forbairt shochmhothúchánach san ógántacht thar trí phointe ama. Tá béim ach go háirithe ar rannpháirtíocht scoláirí san idirbhliain. Ghlac beagnach 5500 scoláire páirt, ó bhliain a trí go dtí bliain a sé, ina measc, scoláirí a ghlac páirt san idirbhliain agus scoláírí nár ghlac.

D’fhreagair na scoláirí a ghlac páirt, ceisteanna ó thaobh a gcuid rannpháirtíochta le scoil, gnéithe dá bhforbairt shóisialta agus phearsanta, a gcuid obair bhaile agus nósanna staidéir, agus a gcuid tuiscint, a gcuid moladh agus a gcuid cáintí den chlár teilifíse ina scoil fhéin. D’fhoilsigh Clerkin (2016) roinnt de na cinntí.

Thug fo-thacar mór de na rannpháirtithe sa staidéar cead rochtana maidir lena dtorthaí sa Teastas Sóisearach agus torthaí na hArdteistiméireachta.Úsáidfidh tuilleadh anailís sonraí na scrúduithe seo, in éineacht le sonraí fadaimseartha ar thoscaí shochmhothúnach chun léiriú níos doimhe a thaispeáint ar an nasc idir rannpháirtíocht san idirbhliain agus feidhmíocht i Scrúdú na hArdteistiméireachta.

San áireamh maidir le piarmheasúnaithe na bhfoilseachán, tá:

• Clerkin (2012): an introduction to the TY programme for international readers, and a review of associated ‎research. (Open access.)
• Clerkin (2013): describing growth in school-level provision and student-level uptake of TY between 1992 (immediately preceding the ‘mainstreaming’ of ‎TY in 1994) and 2011. Includes a focus on schools serving more disadvantaged students.
• Clerkin (2016): reporting the varying patterns of homework and study behaviours among students from Third to Sixth Year, and differences between TY participants and non-participants in subsequent years (Fifth Year and Sixth Year). (Open access.)
• Clerkin (2018a): a theoretical analysis of the purpose and functions of TY in light of psychological theories of development in adolescence and research on gap years. Includes discussion of the relevance of Ireland’s experience with TY to educators and policy-makers in other jurisdictions. (Open access.)
• Clerkin (2018b): this Context and Implications document accompanies Clerkin (2018a). It distils some of the main points and practical implications for teachers and policy-makers. (Open access.)
• Clerkin (2018c): identifying characteristics of Third Year students who choose to take part in TY when it is available as an option (as contrasted with non-participants) and discussion of the implications of findings.
• Clerkin (2019): assessing differences in socioemotional development and maturity between TY participants and non-participants over a three-year period, controlling for baseline characteristics. This paper should be considered in conjunction with Clerkin (2019). (Open access.)
• Clerkin (2019): an in-depth account of students’ views of TY, in general and in their own school. This report draws heavily on students’ self-generated open-ended perceptions and presents data on differences between schools. This report should be considered in conjunction with Clerkin (2019). (Open access.)
• Clerkin (2022): This chapter compares aspects of Ireland’s Transition Year with a similar programme (Free Year Program) in South Korea as part of an edited volume on Wellbeing in Schooling The chapter considers the role of Transition Year and Free Year Program as initatives aimed at fostering wellbeing and personal development in schools, and identifies challenges and practices in these programmes in both countries.