Challenges and barriers in primary school education: The experiences of Traveller children and young people in Northern Ireland

2013 ◽  
Vol 9 (1) ◽  
pp. 3-18 ◽  
Author(s):  
Fiona Bloomer ◽  
Jennifer Hamilton ◽  
Michael Potter
Author(s):  
Jackie Shinwell ◽  
Ellen Finlay ◽  
Caitlin Allen ◽  
Margaret Anne Defeyter

In Northern Ireland, nearly 30% of children are thought to be at risk of going hungry in the summer holidays when they are unable to access free school meals. Community groups, voluntary groups, local authorities, and faith groups have responded to this concern by developing and delivering holiday programmes that enable children from low-income families to take part in activities and access food. The current study used purposive sampling to investigate children’s and young people’s views of holiday provision, from across three holiday clubs, in Northern Ireland. Both primary school children (n = 34; aged 4–11) and secondary school children (n = 31; aged 12–17) showed high levels of awareness of poverty and food insecurity and associated pressures and stresses on households. Importantly, children and young people did not feel stigmatised about attending holiday provision, suggesting a positive and inclusive culture towards holiday club attendance. Children reported that they enjoyed the range of activities provided at holiday clubs and reported that attendance improved their self-confidence, especially for some older children, who acted as peer mentors to younger attendees, helped them to develop new skills, and provided them with opportunities to socialise with peers in a safe environment, out with their normal social groupings in school. Older children showed a high level of shrewdness and knowledge of sectarian divides in communities but spoke positively about how different religious or cultural backgrounds did not matter in terms of meeting and making new friends in holiday club settings. In terms of food provision, the findings of this study suggest that further work needs to be done to support children to access and eat healthy, nutritious food.


2020 ◽  
Vol 16 (1) ◽  
pp. 87-93
Author(s):  
Margot Dudkiewicz ◽  
Patryk Krupiński ◽  
Magdalena Stefanek ◽  
Marcin Iwanek

School gardens play a huge role in learning about nature by children and young people. Lessons conducted in the open air surrounded by greenery develop the natural interests of students who can observe individual stages of plant development and change of seasons. In school gardens, classes in biological and chemical subjects, art, music, Polish and English can be conducted. The study presents a study of a selected case – a concept of land development at the Primary School in Stasin (Lubelskie Voivodeship) changing the current school environment into a sensory garden. The new project will meet the diverse needs of children, allow them to develop properly mental and physical, and allow teachers to conduct creative classes. The project created zones of the senses, dividing them into the zone of sight, hearing, touch, smell and taste. In addition, a representative zone in front of the building, an educational, sport and recreation zone were distinguished. Consistency of the whole assumption is provided by attractive plantings and unified small architecture.


2017 ◽  
Vol 48 (2) ◽  
pp. 369-399
Author(s):  
Leeanne O’Hara ◽  
Kathryn Higgins

Participatory methods for engaging children and young people in research are becoming more popular and innovative in social research. One example of this is the inclusion of participant photography. Drawing on an ethnographic study conducted in Northern Ireland, this article explores the application of participant photography to research drug use and antisocial behavior among youth. Findings highlight issues surrounding implementation when in the field, building on the existing knowledge base and focusing on recruitment, continuous engagement, image presentation, and analysis. This is followed by an overview of ethical considerations including specific issues relating to researcher and participant safety.


2019 ◽  
Vol 13 (1) ◽  
pp. 70-90
Author(s):  
Mira Klarin ◽  
Martina Miletić ◽  
Slavica Šimić Šašić

The aim of this research was to determine the role of sociodemographic features, family satisfaction and social support for behavioral problems in children and young people. For this purpose, a survey was conducted on 208 fourth grade primary school pupils (average age of 10.12) and 8th grade primary school pupils (14.14 years of age in average) using the following measuring instruments: Social support scales, Financial availability scales, Behavior self assessment scales for youth and Scales of family satisfaction. The results obtained by this research lead to the conclusion that externalized behavioral problems are more common among older children/young people who are also less satisfied with their family than younger children. There was no significant difference in internalized behavioral problems due to age. Gender differences have also not been recorded. When examining correlations with internalized behavioral problems, there is a significant correlation with family satisfaction, financial availability and social support. Hierarchical regression analysis shows that family satisfaction and social support alone explain 31% of the common variance of internalized behavioral problems in children and youth. Significant correlates of externalized behavioral problems are family satisfaction and social support, and in the final step, family satisfaction independently contributes to explaining 18% of the variance of externalized behavioral problems in children and young people.


Author(s):  
Gabrielle Ivinson ◽  
Ian Thompson

This chapter reports on and draws lessons from the BERA Commission on Poverty and Policy Advocacy which set up five seminars and a community Forum across regions in each of the four jurisdictions of England, Scotland, Wales and Northern Ireland. The seminars highlighted differences between the differing political contexts of the four UK jurisdictions in terms of their conceptualisations and policy enactment around child poverty and the implications for teachers in each context. The BERA Commission found that the devolved contexts of the UK open up some limited but important spaces for difference and contestation. The chapter explores how attuning to the places where children and young people grow up provides an important lens on vulnerability, wellbeing and educational achievement.


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