Special Education (Theses)

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The neurodiversity paradigm: exploring the factors influencing educational psychologists’ attitudes and practices
(2025-03-21) Mulrooney, Aoife
Background: The neurodiversity paradigm (NP) and the Neurodiversity Movement (NM) have called for a shift away from traditional notions of pathologising neurological differences, such as autism, to instead embracing the diverse neurological profiles that individuals exhibit. Aims: The study aimed to explore factors influencing educational psychologists' (EPs’) attitudes towards the NP, NM, and neurodiversity-affirmative practice. It also aimed to identify factors influencing their professional practices and the prevailing neurodiversity-affirmative practices EPs apply when supporting Autistic children and young people (CYP). Sample: The sample included EPs supporting Autistic CYP in Irish disability and school psychology services. A total of 12 EPs participated in semi-structured interviews conducted online. Methods: The study adopted a qualitative design comprising semi-structured interviews. A realist approach to thematic analysis (TA) (Wiltshire & Ronkainen, 2021) was employed to analyse the interview data. Results: The study explored the affective, behavioural, and cognitive components as themes that shaped EPs' attitudes. Subthemes identified in the affective domain reflected EPs' ethical concerns about traditional behavioural approaches, discomfort with the divisive nature of the NM, and differing confidence levels in using neurodiversity-affirmative practices. Learning experiences, reflective practices, and ineffective approaches were identified as subthemes influencing the behavioural domain of attitudes. At the same time, variations in knowledge of the NP and opinions on the NM were identified as subthemes in the cognitive domain. Results also highlighted shifts in EP’s adapting to neurodiversity-affirmative practices within assessments, consultations, interventions, and language. EPs perceived autonomy over their practice, enabling adherence to neurodiversity-affirmative approaches. They reflected varied perceptions of colleagues' practices and were hopeful of acceptance from the Autistic community. Conclusions: This study demonstrates the multifaceted nature of EPs' attitudes towards the NP and NM and emphasises the need for professional development. It also calls for further robust research on the potential outcomes of neurodiversity-affirmative approaches in supporting Autistic CYP.
Making children visible: using student voice to shape inclusive practice in mainstream post-primary schools in Ireland
(2025-03-19) Mannion, Nicola
Ratification of the United Nations Conventions on the Rights of the Child (UNCRC) in 1989 initiated academic, political and community interest and commitment to advancing advocacy and support for children, their rights, their voice and their participation in all decisions which affect them (Jones and Marks 2017). Accordingly, children’s policy developments in national and international contexts centered on listening to the voices of children and young people to achieve better outcomes for all. However, the voices of children with Special Educational Needs and Disabilities (SEND) are rarely consulted (Alderson and Morrow 2020). Children with SEND tend to be the end users of policies and practices developed and implemented in their name without their consultation or participation (Kilkelly et al. 2004; Lundy et al. 2014; Moloney et al. 2021). This is evident in education policy. With an increasing number of students with SEND in mainstream schools and with the National Council of Special Education (NCSE) recommending a progressive realisation towards an inclusive education system (NCSE 2024), it is timely that we listen to the voices of children with SEND to examine what is working well and what needs to change to enhance inclusive practice in our schools. Consequently, this research set out to explore the experiences and perspectives of 13 students with intellectual disabilities (ID) in mainstream post-primary schools in Ireland. It aimed to understand if these experiences were barriers or facilitators to participation in the life of the school, including decision making. Framed within the transformative paradigm this research situated children with ID as co-researchers and agents of change. However, research with children, particularly children with disabilities, can pose methodological and ethical challenges (Keenan 2016). Consequently, Photovoice as a participatory visual research method was chosen to support students to voice their experiences. It’s use operationalised Lundy’s Model of Participation (2007), which severed as the theoretical and methodological framework for this study by providing space, voice, audience and influence which are necessary for children as right-bearing citizens to express their views and have their voices heard in an ethical inclusive manner. Findings highlight the complexity of the lived experience of students with ID in mainstream schools, as they navigate places, spaces and people who challenge and support them in their school journey. Barriers and facilitators which influence the participation of students with ID, including their participation in decision making, emphasise the complexity of inclusive practice. Findings stress tensions and dilemmas between the voices of students with ID, the voices of adults, and national and international policy. These tensions call for a reimagining of support structures which address individual needs, not categories of disabilities. This has implications for policy and practice and emphasises the necessity to listen to the voices of students with ID to enhance inclusive practice in our schools.
The lived experience of Hospital school stakeholders in Ireland
(2025-03-19) McGillen, Shauna
Background: Literature indicates that increasingly more children are living with serious medical conditions whilst continuing their education. Hospital schools (HSs) allow hospitalised children to continue their schooling while providing them with a sense of normalcy and support. There is, however, limited research conducted on HSs globally. As such it is unknown whether these schools are meeting the needs of their students, staff and the families attached to them. Aims: The purpose of the study was to explore the experiences of the HS through individuals who attend, work in, or have a child attending a HS. To do this, the study included HS students, their caregivers, and HS teachers. Sample: The study utilised purposive sampling to recruit participants from one Irish HS. Participants (N = 7) included two HS students, aged 8 and 14 years old, two parents, and three HS teachers. Method: This exploratory qualitative research was situated in the interpretivist paradigm and underpinned by a Multiperspectival Interpretative Phenomenological Analysis (IPA) design. Data were collected from all participants through semi-structured interviews (SSIs) in order to gain in-depth insight into participant experiences. Kinetic School Drawings (KSDs) were also completed with student participants in order to elicit their individual voices. Results: KSDs indicated overall positive HS experiences, with elements such as mode of hospital education delivery impacting on relationship with peers and teachers, and feelings associated with the physical HS environment. Analysis of SSI data revealed two overarching themes: the role of the HS is to promote student wellbeing; and the systemic landscape of paediatric education in Ireland. Conclusion: The findings extend the limited empirical literature on HS stakeholder experiences, particularly within the Irish context. Results are discussed in relation to implications for school practice, educational psychology practice, future research and policy development.
Augmentative and Alternative Communication (AAC) in Irish mainstream primary schools: staff experiences and inclusive practices
(2025-03-19) Herron-Rice, Clodagh
Background: Inclusive education for students with additional needs has been denoted in Irish educational policies for three decades, as well as in international literature and human rights legislation with increasing emphasis. Research has shown that many students with Complex Communication Needs (CCN) are effectively supported by Augmentative and Alternative Communication (AAC). UNESCO defines AAC as “communication systems used to replace speech either on a regular or occasional basis” (Hersch, 2020, p.51). Aims: This research question asks how students using AAC are included in Irish mainstream primary schools. A qualitative mixed-methods sequential design was employed to explore the inclusive practices and experiences of staff supporting students using AAC. Sample: 17 participants took part including primary school teachers and Special Needs Assistants (SNAs) with varying experience in supporting students with CCN who use AAC. Methods: A survey was delivered online and analysed using Reflexive Thematic Analysis (RTA). Following this, three survey participants (one teacher and two SNAs) who work together to support a child using AAC, took part in semi-structured interviews. Interviews were analysed using Multiperspectival Interpretative Phenomenological Analysis (IPA). Results: Survey analysis resulted in four overarching themes related to structure, roles of individuals across the school environment, training, and time as both a limitation and a source of hopefulness. Interview participants also discussed barriers and facilitators of AAC use, inclusive practices, social interaction and communication. Conclusions: Findings indicate that currently AAC is more often used in structured lessons with staff compared to social interactions with peers, although staff sometimes engage in novel, unstructured peer training. Evident across responses were strong feelings related to the inclusion of this cohort of students. Implications were noted for the choice of AAC, creating opportunities for interactions, and the need for whole-school approaches to staff training and AAC use.
An exploration of the implementation of a mathematics dynamic assessment with pupils experiencing mathematics difficulties in the Irish education system using Yin's case study methodology
(2025-03-19) Cunniffe, Seamus
Aims: The current research project aims to explore the implementation of a dynamic assessment of curriculum-based mathematics tasks in the Irish primary school context and address the question of how this process can support a student with maths difficulties. The study embraces a broad conceptualisation of dynamic assessment considering how this process may reveal psychological constructs in the zone of proximal development (Vygotsky & Cole, 1978), and how this process may improve propensity to learn by targeting deficient cognitive learning functions in accordance with the theory of structural cognitive modifiability (Feuerstein et al., 1991). Methods: A multiple case study design (a pilot and 2 cases) using Yin’s (2009) methodology was employed. Each case comprised of a triad of a child exhibiting maths difficulties, the class teacher and the special education teacher. Case propositions that structured the design and analysis are based on Vygotsky’s zone of proximal development and Feuerstein’s theory of structural cognitive modifiability. Analysis: Qualitative data was obtained in the form of initial assessment and error pattern analysis, transcribed video recordings of dynamic assessment sessions, and semistructured interviews with the pupil and teachers. Thematic analysis was used to identify relevant domain general and specific learning functions. Pattern matching analysis was used to identify patterns within the data consistent with those predicted by the theories of the ZoPD and SCM. Results and Implications: Results suggest that the implementation of a mathematics dynamic assessment procedure can identify domain general and specific constructs that are in development. Moreover, patterns of empirical data align with the theory of SCM and suggest that by targeting deficient learning functions through the implementation of mediated learning experiences, mathematics attainment can be improved. These findings have implications for schools consistent with national guidelines for assessment (NCCA, 2008). The implications of these findings for EPs are dependent on the extent to which this process meets a need for schools and the number of sessions required to produce significant and lasting improvements.
Wellbeing in Irish primary schools: an exploration of educator experiences of the three-tiered continuum of support framework in supporting pupil wellbeing needs
(2025-03-19) Dineen, Caroline
This study explores the experiences of school principals, class teachers, and special education teachers in implementing the three-tiered Continuum of Support framework (CoS) to address pupil wellbeing needs in Irish Primary Schools (Department of Education and Science , 2006). Guided by the second generation of the Cultural-Historical Activity Theory (Engeström, 1987), the research questions aim to explore the dynamics between these key educators and the components of the CoS, emphasising areas of tension, collaboration, and opportunity. Employing a mixed-methods sequential explanatory design, an online survey was first used to gather quantitative data from a national sample (N=136). The descriptive statistics obtained were utilised to inform the subsequent qualitative phase. Semi-structured interviews were conducted with a subsample of nine participants across various educational contexts and analysed using reflexive thematic analysis (Braun & Clarke, 2021). The findings revealed insights into existing wellbeing support practices and potential areas for improvement. Opportunities for a more inclusive support system in Irish primary schools are identified, contributing to evolving policy and practice discussions for students with wellbeing needs. By highlighting educators' experiences, this study identified actionable areas for consideration and improvement. It adds valuable perspectives to discussions on effective multi-tiered support on the ground, fostering holistic pupil development within a supportive educational environment.
An exploration of educational psychologists' experiences of working with children and young people from refugee backgrounds in Ireland
(2025-03-19) Delaney, Naoise
Children and Young People (CYP) from refugee backgrounds are likely to have been exposed to traumatic events, have been required to adjust to a new environment, while also learning an additional language, and adjusting to a new culture. Since February 2022, there has been a rapid increase in CYP from refugee backgrounds enrolled in Irish schools. Educational Psychologists (EPs) play a crucial role in supporting CYP who are vulnerable within the school context. The objective of this research was to identify and explore EPs’ experiences of supporting the needs of CYP from refugee backgrounds in Ireland, highlighting what has worked well, the challenges faced by EPs, and whether this work has changed for EPs over the last two years. Interpretative Phenomenological Analysis (IPA) was the methodology used for this study. Four participants engaged in individual, in-depth semi-structured interviews. Participants were recruited through criterion-based, purposeful methods, consisting of EPs working in the National Educational Psychological Service (NEPS) who had experience working with CYP from refugee backgrounds. Four key themes were identified: adapting current approaches to support CYP from refugee backgrounds, supports for EPs working with CYP from refugee backgrounds, supporting the school environment, and acknowledging the impact of culture, policies and accessing support. This research also highlights and explores areas that need to be addressed in professional training programmes for psychologists as well as implications for educational psychology practice and policy.
Perspectives on enhancing a culture of learner voices in a 21st century post-primary school
(2025-03-19) Chapple, Katie
The United Nations Convention on the Rights of the Child (United Nations 1989) gave children the right to be heard on matters that concern them. Ireland, like much of Europe since the mid 1990’s has had an explicit focus on the learner at the heart of the education system (Ravenhall 2007; Lamb 2011). While the rights of the young person are recognised in policy, these rights have yet to be fully realised in the lived experiences in classrooms in post-primary education settings (Skerritt et al. 2023). This research explored the perspectives of post-primary school stakeholders regarding enhancing a culture of eliciting the voices of learners in one setting. This constructivist, insider, case study accumulated knowledge by engaging with learners, teachers, senior leaders, parents, and the Board of Management. Through action research, teachers focused on one method of eliciting voices in their classes and listened to the voices of learners regarding their views on teaching, learning, assessment and engagement. Perspectives were gathered through anonymous questionnaires, interviews, observations, learner focus groups, a teacher round table discussion and teacher reflection journals. Lundy’s (2007) model of child participation framed the review of the literature, the research design and the findings to investigate a lived experience of interaction with this model of participation in one school setting. The study found that while space is important to give a place for voices to be elicited, there must be a variety of mechanisms in place to elicit diverse voices. Positive relationships are integral to the process. When eliciting voices, choice and anonymity were factors that increased the likelihood of gathering an authentic response. The audience has an integral role in supporting the elicitation of voices, but also in opening a dialogic process to aid and empower young people to participate. Finally, while the learners influenced changes, shared decision making is not an easy commodity to achieve. Influence is dependent on the altruistic adult to encourage habitual voice elicitations so the culture can survive and thrive. While eliciting voices in this case study was a largely positive experience, there were many complex tension revealed including a distaste for the term ‘student voice’ as it does not honour the dialogic process of listening and responding to voices. The study also revealed an anxiety among teacher when listening to young people about teaching and learning. Finally, there are many conscious and unconscious biases that exist which have an adverse effect on the purity of authentic responses.
Exploring children’s disability network team practitioners’ attitudes, perceptions and experiences of family-centred practices in the implementation of individual family service plans
(2025-03-18) O'Shea, Cathy
Objective: This study aims to enhance understanding of Individual Family Service Plan (IFSP) implementation within Ireland’s Children’s Disability Network Teams (CDNTs), focusing on the Family-Centred Practice (FCP) model of service delivery. Drawing upon the Consolidated Framework for Implementation Research (CFIR), the research explores barriers and facilitators of successful IFSP implementation within CDNTs. While research on FCP models and IFSP implementation in Ireland is limited, most international studies focused on early intervention services in the United States for children aged 0-3. Methods: Using a mixed-methods, sequential explanatory design, practitioners from CDNTs (n = 112) completed an online survey, including the newly developed IFSP Attitudes (IFSP-A) and IFSP Perceptions (IFSP-P) scales. Online semi-structured interviews were conducted with a subset of practitioners (n = 11). Quantitative data underwent internal reliability assessment and descriptive and inferential statistics, including Wilcoxon signed ranked tests. Thematic analysis was utilised for qualitative data, guided by the CFIR. Results: Significant disparities emerged between practitioners’ attitudes towards FCP importance and perceptions of actual IFSP implementation across all five essential IFSP elements, assessed through 22 pairs of items using Wilcoxon signed-rank tests. Qualitatively, nine themes were identified regarding the factors influencing CDNT practitioners’ experiences of IFSP implementation. Implications: These findings illuminate the current state of IFSP implementation in CDNTs, providing insights into the barriers and facilitators practitioners encounter when implementing the FCP model. Notably, this research is highly relevant within the context of the Progressing Disability Services for Children and Young People Programme (PDS) initiative in Ireland. Launched in 2013, PDS has led to the gradual establishment of CDNTs, with most implementation occurring as recently as 2021. Under the PDS initiative, all CDNTs are mandated to operate under the FCP model of service delivery and implement IFSPs for each child and young person with complex needs and their family accessing services.
Support and space: exploring the implementation of a neuroaffirmative self-regulation framework for autistic children encompassing environmental, social and cognitive supports
(2025-03-18) Howe, Cora
The United Nations Convention on the Rights of Persons with Disabilities (United Nations, 2006) has called for a global human rights approach to remove barriers to enable the full participation of people with disabilities in society. This includes developing environments suitable for autistic people, and evidence-based supports for self-regulation. Self-regulation is necessary to return to a calm state and choose strategies to calm oneself down when experiencing sensory overload (Binns, 2019). Guided by a neuroaffirmative lens, the current study sought to explore environmental, social and cognitive supports for self-regulation for autistic children in a special class setting in Ireland. Firstly, environmental supports were identified and modifications were made to the classroom environment to support regulation. Secondly, social supports were provided through co-regulation, where social partners supported regulation by validating emotions and offering calming strategies (Binns, 2019). Thereafter, the study explored the implementation and effectiveness of an individualised cognitive-based self-regulation intervention using an adapted version of the Zones of Regulation Curriculum (Kuypers, 2011). The current study adopted a case study design within a reflexive qualitative paradigm (Braun & Clarke, 2022). Participants included six autistic children, their class teacher and parents. Mixed-methods data were collected. Qualitative data included the Sensory Audit for Schools and Classrooms (Middletown Centre for Autism, n.d) and an individual Positive Sensory Profile (Positive About Autism, n.d.) for each child. Semi-structured interviews were also conducted with the class teacher and parents. Quantitative data included teacher- and parent-reported measures of child self-regulation using the Emotion Regulation and Social Skills Questionnaire, at preintervention, post-intervention and at a 12-week follow-up (Beaumont & Sofronoff, 2009). The results of the study provide preliminary support for an environmental, social and cognitive-based self-regulation intervention, with both qualitative and quantitative results observing an improvement in children’s self-regulation skills. The results also revealed challenges in implementing this intervention, including a lack of parental engagement, which was related to the need for in-person parental training. The results of the study have significant implications for educational policy and practice, including developing an understanding of suitable environmental, social and cognitive supports to maximise the self-regulation development of autistic people. In light of these findings, implications for policy and practice along with recommendations for future research are explored.
Evaluating the effectiveness of the Body Project as a whole-class, positive body image intervention in Irish post-primary schools
(2025-03-18) McCarthy, Mathilde
Background: The Body Project is a cognitive dissonance-based eating disorder prevention programme developed by Stice et al. (2006). Aims: The primary objective of this study was to evaluate the effectiveness of the Body Project as a universal, whole-class, positive body image intervention in co-educational Irish post-primary schools. Sample: Two Transition Year class groups (N=34) participated in this study. This comprised n=18 males, n=15 females, and n=1 participant who did not disclose their gender. Methods: One class group (n=17) received the 4-week Body Project intervention adapted for universal, whole-class, mixed-gender delivery. The other class group (n=17) were waitlisted for intervention. Participants completed questionnaires at baseline and post-intervention to measure changes in appearance ideal internalisation and body appreciation. Additionally, the participants in the intervention group rated their enjoyment of the programme using a 5-point Likert scale. Results: Findings indicate that the Body Project did not effectively reduce appearance ideal internalisation (p> .05) from baseline to post-test and the Body Project did not effectively increase body appreciation (p> .05) from baseline to post-test. Participants enjoyed the intervention (M= 4.12, SD=6.00). Conclusions: This research contributes to the literature as it is an independent study evaluating the effectiveness of the Body Project. It is the first to explore the effectiveness of the Body Project as a whole-class, universal, mixed-gender intervention, and the first to evaluate the Body Project in the Irish cultural context. Findings indicate that the Body Project is not effective as a universal, whole-class, positive body image intervention in co-educational Irish post-primary schools. Implications for the field of Educational and Child Psychology are discussed with reference to policy, practice, and future research directions.
“Dear mathematics – I’m not a therapist, solve your own problems!” – a mixed methods examination of the effect of a pilot cognitive behavioural therapy intervention on the mathematics anxiety and mathematics teaching efficacy beliefs of pre-service primary school teachers in Ireland
(2025-03-18) O'Carroll, Tara
Background and Aims: Mathematics anxiety can have a debilitating effect on mathematics performance and is particularly high amongst pre-service teachers in comparison to other university students. Teachers’ mathematics anxiety has been established as a critical predictor of poor student mathematics performance and can be passed on from teachers to students, thereby perpetuating a cycle of mathematics anxiety and poor performance. The aim of this research is to evaluate the effectiveness of a pilot cognitive behavioural therapy intervention targeting mathematics anxiety and mathematics teaching efficacy beliefs of pre-service primary school teachers in Ireland. Cognitive behavioural therapy has previously been established as an effective intervention for mathematics anxiety amongst adolescents. It is hoped that the outcomes of this study will have far reaching positive effects and that it may benefit both the participants and the students that they teach. Sample: The sample comprised of four pre-service primary school teachers in a large teacher education college in Ireland. Methods: A within-subjects differential, convergent mixed-methods design was adopted, with qualitative and quantitative data collected both pre and post intervention. Quantitative data was analysed using dependent samples t-tests. Qualitative data was analysed using reflexive thematic analysis. The Consolidated Framework for Implementation Research was used to assess intervention implementation. Results: Quantitative results yielded a positive, yet insignificant difference in pre and post intervention mathematics anxiety. Qualitatively, three overarching key themes were identified, one pre intervention “How did we get here?”, and two post intervention “Adaptive Solutions” and “Room for Improvement”. Conclusions: Although no quantitatively significant differences were found, the qualitative aspect of this research provides rich detail on the experiences of mathematics anxiety amongst participants. This research contributes to ongoing dialogue on effective interventions, with the potential to positively influence the experiences of pre-service teachers and, ultimately, enhance mathematics education for future generations.
Transition to post-primary school in Ireland: exploring the voices of children with mild intellectual disabilities
(2025-03-18) Barry, Deirdre
Background: The transition from primary to post-primary school is one of the key junctions in education for young people. With school playing a key role in the lives of students, the shift from a familiar to novel environment brings a unique set of challenges. This transition can present greater challenges for students with special educational needs (SEN). Yet the experiences of students with SEN from their perspective has received little attention in the literature. This research explored the experience of transitioning to post-primary school in Ireland for students with Mild Intellectual Disabilities (MID) and utilised Lundy’s Model of Participation as it’s theoretical framework. Methods: Three participants from different schools engaged in three semi-structured individual interviews. The interviews were completed with each student pre-, mid-, and post-transition. Universal Design for Learning approaches were employed to support the students’ participation in and comprehension of the research. Interpretative Phenomenological Analysis was utilised to analyse the data. Findings: Apprehension for a new social environment and enthusiasm and anxiety in relation to making friends were key features of the students’ pre-transitional experiences. The sustained positive impact of transitional supports characterised the mid-transition experience. Post-transition, students emphasised the positive impact of support they received in post-primary school, specifically the impact co-teaching had on developing their sense of belonging with their class. Conclusions: The results indicated that transitioning to post-primary school for students with MID is an entirely individual experience, which is impacted by social, contextual, and personal factors. The utility of Lundy’s Model of Participation as a framework to inform and support the participation of students with MID in research was evident. Implications for both policy and practice in terms of addressing existing tensions within inclusive education and integration of student perspective in policy development are discussed. Directions for future research involves conducting follow-up research at later stage following the transition and conducting more in-depth qualitative research with students with SEN.
Leadership for inclusive special education in Irish primary schools: an exploration of the role of the special educational needs coordinator
(2025-03-13) Gallagher, Sarah
As the educational landscape rapidly transforms in response to the promotion of inclusive education agendas, it has brought challenges to the management and leadership of provision for students with Special Educational Needs (SEN). The role of the Special Educational Needs Coordinator (SENCO), the person responsible for managing and leading SEN in the primary school setting is not defined in Ireland and research relevant to the role is scarce. This research applied Bronfenbrenner’s Bioecological Systems Theory, and positioned special education within Hornby’s Inclusive Special Education Framework, to explore SENCOs’ and Principals’ perspectives on the role, and to identify the current practices of SENCOs and the implications for their professional learning in primary schools in Ireland. A two-phase mixed methods sequential explanatory research design (QUAL +quan) was adopted for the study. Phase One involved a large-scale national survey of SENCOs in Irish primary schools (n=371). Descriptive and inferential statistics were used to analyse the data from Phase One. Phase Two was informed by findings from Phase One and involved semi-structured interviews (n=9) with SENCOs, SENCO Principals, and Principals to undertake an in-depth exploration of the realities, experiences and challenges of the SENCO role in Ireland. Data was analysed using reflexive thematic analysis. Findings from Phase One provide insight into the profiles of SENCOs in Irish primary schools. They pointed to experienced SENCOs who for the majority held a post of responsibility related to the SENCO role (72.6%). Four themes emerged from the thematic analysis from Phase Two. These themes indicated that SENCOs are leading and managing school-wide collaborative approaches to SEN provision; are experienced, knowledgeable, connected and enabled by supportive staff and Principals and a culture of collaboration; and that the extensive nebulous nature of the SENCO role has evolved in a policy vacuum with insufficient time and inadequate support from external professional services. The thematic analysis also provided insights from the Principals and SENCOs on the future directions of the role. In summary, SENCOs are leading SEN provision through collaborative and distributed approaches across the school microsystem. It was evident that SENCOs are acting as advocacy leaders, pedagogical leads and mediators of change. While a large percentage have a SEN specific qualification and a post of responsibility, potentially more support is needed from policy makers and teacher educators to ensure that SENCOs have appropriate professional learning available to them and that the role is assigned a relevant and formalised post of responsibility. Various enablers and barriers to SENCO role enactment were identified when framed by Bioecological Systems Theory. The SENCO role operates at the centre of the Bronfenbrenner’s Bioecological Systems Theory and is impacted by changes over time (chronosystem) from the various levels of the system, such as policy changes from the macrosystem and exosystem. The findings may provide an important evidence base to underpin and inform the evolution of policy and practice for the SENCO role in Irish primary schools.
An exploration of how students with Down syndrome experience basic psychological need satisfaction in Irish mainstream class settings
(2025-03-13) Brennan, Fiona
Background and Aim: Self-Determination Theory posits that all individuals have inherent tendencies toward growth and development as well as a vulnerability to maladaptive functioning. Within social contexts such as schools, certain psychological nutrients – namely, autonomy, competence, and relatedness – are needed to support this propensity toward adaptive functioning, and to promote students’ well-being, engagement, and motivation. The aim of this study was to explore how students with Down syndrome experience basic psychological need satisfaction in mainstream primary schools. Methodology: Underpinned by Basic Psychological Needs Theory, this study used an explanatory multiple case study design to explore students’ experiences of autonomy, competence, and relatedness. Each case consisted of a student with Down syndrome in a mainstream class, their class teacher, Special Needs Assistant, and classmates. Alongside semi-structured interviews, techniques based upon Personal Construct Psychology were used to gather qualitative data. An adapted version of the Basic Psychological Needs in the Classroom Scale was utilised to explore the perceived classroom climate in relation to need satisfaction. Results: Descriptive analysis, pattern-matching, and reflexive thematic analysis were used to analyse the data. Within-case patterns were first explored. Thereafter, a cross-case synthesis of findings was conducted. Across both cases, students’ perceptions of need satisfaction were associated with feelings of enjoyment and engagement in school. Need frustration was associated with disengagement and negative affect. Themes relating to autonomy included the provision of choice and the need for structure. Themes pertaining to competence included providing support, adapting and accommodating, and the challenges of mainstream. Themes associated with relatedness included being part of the school community and developing relationships. Conclusion: The study addresses an identified research gap by exploring the unique perceptions and experiences of students with Down syndrome in relation to basic psychological need satisfaction in mainstream schools. The implications of the findings for future practice, research, and policy in the field of educational psychology are discussed.
What are primary school teachers' attitudes toward introversion in students?
(2023-11-06) Raleigh, Ciara
The existing literature suggests a potential implicit social desirability associated with the extrovert personality and as a result, extroverts are accommodated across various work and educational settings, leading to a better person-environment fit and therefore better wellbeing. This study adopted a social constructionist perspective to explore whether teacher attitude to students described in terms of introversion/extroversion, varied as a function of positive and negative framing, as well as teachers’ own levels of extraversion. This was a quantitative mixed design. Participants were 334 primary school teachers. Teachers were presented with vignettes via a web-based survey, depicting hypothetical children displaying typical, extrovert, or introvert behaviours in the classroom and responded to follow-up questions assessing their attitudes. Teachers also completed a self-report measure of extraversion. The results indicated a relationship between teacher attitude and framing and teacher attitude and student personality type. The findings appear to place the cause of lower attitudinal rating within the teachers’ perception of the student themselves rather than the teachers’ perception of their own ability to teach introvert students. Attitudinal ratings did not vary with teachers’ own level of extraversion. Results are discussed in terms of their educational implications for the social and academic functioning of introvert students. This research provides an original contribution to the field of educational psychology within the Irish context, and offers insights that would benefit the fields of education and psychology, more generally.
What is strong over what is wrong: an exploration of Irish educational psychologists' use and perceptions of strengths based practice
(2023-11-03) O'Neill, Katherine
The present research aims to explore how Educational Psychologists (EPs) employ strengths based practice (SBP) and to elicit their thoughts and experiences of working from a strengthsbased lens. Research in the area of SBP suggests a lack of clarity and understanding around its implementation and suggests that attention to strengths is not carried out in the same systematic way that deficits are reported. The role of the EP is developing considerably, alongside a national and international policy shift away from the deficit model. Despite the growing evidence supporting strengths based approaches, there is a lack of research in relation to SBP and its role in EP practice specifically. A scoping review was conducted exploring how SBP is carried out in areas relevant to the work of an EP. Following this, a gap in the research was identified and empirical research was carried out. The study adopted a qualitative design, where semi-structured interviews were carried out with EPs from different service backgrounds in Ireland. Thematic analysis was used to analyse the interview data. Second Generation Activity Theory (Engeström, 1999a) was employed as a conceptual framework to map the strengths based practices of EPs. Hypothetical case vignettes were included as part of the interview schedule to explore EP’s actions in context and to complement interview data. Results are discussed in relation to implications for Educational Psychology policy and practice. A critical review and impact statement provides a reflection on the research process and outlines the distinctive contribution of the research.
Exploring the impact of educating students about autism in a secondary school
(2023-11-03) O'Keefe, Elaine
Aims: This research aims to further our understanding of the impacts of educating secondary school students about autism. Of note, AsIAm’s Autism Awareness Workshop is not evidence-based. This study is not evaluating or recommending the programme, only exploring student’s experiences of the programme in one school. The key research questions are outlined below. 1. What is the impact of AsIAm’s autism awareness workshop on student’s knowledge, attitudes and behavioural intentions towards autistic students? 2. What are students’ perspectives on taking part in the autism awareness workshop? 3. What are students’ perceptions of inclusion in school? Methodology: A pre-post, within-between groups mixed methods design was employed to explore the impacts of the autism awareness workshop as an intervention strategy within one mainstream secondary school. A total of 57 students in 1st and 2nd year were assigned to control and experimental groups. The experimental group attended AsIAm’s autism awareness workshop in their school. The control group received a waitlist intervention. The perceptions of students were accessed via pre- and post- intervention questionnaires. These results were analysed using two-way mixed ANOVAs. Semi-structured interviews were conducted with four autistic students and four non-autistic peers to gain a deeper insight into students’ perspectives and experiences. Thematic analysis was utilised to analyse the qualitative data. Results: The themes included, peer dynamics, impacts of the autism awareness workshop, feedback on the workshop and student’s perceptions of inclusion. Findings indicated the workshop had a positive influence on student’s knowledge, attitudes and behavioural intentions towards autistic individuals and increased students’ sense of inclusion in school. Conclusion: This thesis addresses a gap in the research by adopting a mixed-methods design in exploring the impacts of educating students about autism. The voices of autistic students and their peers are listened to so their valuable experiences can be understood.
An evaluation of the school based wellbeing intervention welcome to wellbeing for young children
(2023-11-03) O'Callaghan, Orla
Background: Wellbeing has become a valued aspect of education in recent years. However, further exploration of wellbeing and wellbeing interventions with young children still needs to be completed. Additionally, there needs to be more emphasis on including the voice of young children as a central aspect of wellbeing research. This paper begins by providing an overview of the literature on school-based wellbeing interventions for young children. Aim: The empirical study examines Welcome to Wellbeing, a school-based, teacher-led wellbeing intervention for junior infants to first class pupils (ages 4-8). A mixed methods design was used to determine the effectiveness and perceptions of the programme. The impact of this programme on resilience and emotional regulation, in particular, is explored. Sample: Two co-educational primary schools were involved in this study. Senior infants pupils (n = 75) between 5-7 years old and their teachers (n = 6) participated. Method: A mixed method design was used, which employed a pupil-completed quantitative wellbeing measure, teacher interviews, and pupil focus groups to address the research questions and aims. Results: The findings indicate that following the intervention, the experimental group had significantly higher resilience levels than the control group. Qualitative results also indicate new and emerging emotional regulation skills. Teachers and pupils reported positive perceptions of the programme, with the characters and strategies noted as providing a good base for pupil wellbeing. The content load in the limited timeframe and the real-life application of skills were identified as the main barriers to implementation. Conclusions: Overall, the Welcome to Wellbeing programme may be a valuable tool for teaching the Social Personal and Health Education (SPHE) curriculum and enhancing aspects of wellbeing in schools. The implications of these findings for future practice and research are discussed.
Does the Weaving Well-being programme affect the academic achievement and engagement of Irish primary school students?
(2023-10-25) Mulcahy, Caitríona
Background: In 2012, 1 in 3 Irish young people were found to experience mental ill-health (Dooley & Fitzgerald, 2012). In light of such data, the Department of Education (DES) has recommended use of universal evidence based social-emotional learning (SEL) programmes to improve child mental wellbeing (DES, 2018a). WW is a SEL programme for children aged 8-12 and is underpinned by Seligman’s PERMA model of wellbeing (Forman & Rock, 2016; Seligman, 2011). The existing evidence base for WW is limited and has primarily focused on its impact on student resilience, emotional wellbeing, self-efficacy and emotional regulation. Aims: Using a mixed-methods approach, this research aims to explore whether WW impacts children’s academic achievement and engagement in classroom life. These are two of the pillars of the PERMA model of wellbeing and are as yet unexplored in relation to WW. Methods: 86 Fourth Class students participated in this non-randomised, quasi-experimental, mixed-factorial design study. Quantitative data measuring academic performance and student engagement was gathered from intervention group and control group. Intervention group teachers received WW training from the programme author prior to delivery. Semi-structured interviews were conducted with intervention group teachers for insight into their experience of the perceived impact of the programme. Results: Quantitative data was analysed using SPSS. A statistically significant difference was found between the experimental and control group Spelling change scores, M = 6.04, 95% CI [2.12, 9.95], t(84) = 3.068, p = .003, d = .67. A significant intervention effect for emotional engagement was also indicated, F(1, 84) = 6.32, p = .014, partial η2 = .070. No intervention effects were found for Maths, behavioural engagement or cognitive engagement. Qualitative data from interviews were analysed using Thematic Analysis (Braun & Clarke, 2021). Teachers reported an overall positive impact of the programme and perceived improvement in pupil engagement. Teachers did not conclusively report an impact on academic achievement. Conclusions: The implications for school practice regarding the efficacy and use of WW regarding student achievement and engagement are discussed. The implications for educational psychologists in the understanding of and recommendations for current SEL programmes going forward are also discussed. Limitations of the study are outlined.

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