Equalities in Children’s School Lives: the Impact of Social Background

Report 8a from the Children’s School Lives research series, titled Equalities in Children’s School Lives (2019–2023) - The Impact of Social Background, the first of three on this theme, explores how social background influences children’s experiences in Irish primary schools. Based on data from nearly 4,000 children across 189 schools, along with input from teachers, school leaders, parents, and grandparents, the study reveals key insights into inequalities in children’s education.

The report highlights that children’s ability to benefit from education is shaped by their social circumstances. This is particularly true for children at risk of poverty, especially in their early years of education which are critical for future learning.

The report outlines several key findings:

• Poverty and wealth in children's lives mirror broader societal patterns.
• Primary schools play a crucial role in supporting the welfare of children from poorer families.
• Children from wealthier families are more likely to participate in extracurricular activities and aspire to higher education.
• While social disadvantage exists across both DEIS and non-DEIS schools, feelings of worry and anxiety were more commonly reported by children in DEIS schools, particularly children in the Junior infants to 2nd class cohort.
• Children from poorer families often have lower confidence in their academic abilities, especially as they progress through primary school. They are more frequently placed in lower ability groups, particularly after the pandemic.
• Discipline and behaviour management practices differ in DEIS and non-DEIS schools.
• The study also notes that keeping children with complex social needs engaged in school is a significant challenge. 

More information on the study’s findings can be accessed at https://cslstudy.ie/.