According to a recent study, second generation immigrant children are achieving a higher average attainment in mathematics by the time they reach 6th class.
The study was carried out by UCD School of Education on behalf of the National Council for Curriculum and Assessment, who published a number of findings from a longitudinal study, which involved more than 4,000 children across 184 primary schools here.
It was found that while in their primary school years, children who are born here of two immigrant parents struggle to keep up with their peers, but by 6th class, it was found that their reading is of a similar standard to children from non immigrant parents. The study found they also achieve a higher attainment in maths at the same stage.
Elsewhere, it was found that classrooms which are characterised by high expectations, sustained engagement and academic support and respect for teachers from students, are more likely to be associated with higher reading and maths outcomes, along with a better sense of wellbeing and belonging.
The study went on to reveal that both first generation immigration and traveller children are continuing to underachieve, adding that these underwhelming performances emphasis a need for targeted policies for marginalised groups.
The study found that Irish Traveller children had the lowest attendance numbers than all other ethnic groups, particularly in the 4th and 6th class groups.
In both class groups, it was found that 76% of school days were attended by Traveller children, compared to a 93% attendance record from children from all other ethnic backgrounds. It was also revealed that Traveller children were achieving significantly lower academic results in mathematics tests, with these results widening after the pandemic.
The 10th report in the Children's School Lives concluded that DEIS school principals were reporting higher levels, burnout and lower self efficacy, which is continuing to deteriorate over time. They also reported that while children feel supported by their teachers, older children would like to have a bigger say and responsibility over how and what they learn in the classroom.
