Beyond the Stereotype

Acknowledgements

Asauthorsofthisreport,wewouldwishtothanktheprincipals,seniorleadersandpupilsof theeightControlledschoolsalongwiththelocalcommunityleaderswhoparticipatedinthis researchprojectwhichwascarriedoutduringtheCovid-19pandemicfromJanuarytoJune 2021.WewouldalsoliketothanktheControlledSchools’SupportCouncilwhoseSchool SupportOfficersplayedanimportantroleinidentifyingandapproachingschoolleadersat theoutsetoftheproject.Finally,wearegratefultotheTransferorRepresentatives'Council fortheirinterestinaddressingeducationalunderachievementandforfundingthisresearch.

ExecutiveSummary

Numerousacademicandpolicyreportsovermanyyearshavehighlightedthe underachievementofsomepupilswithintheNorthernIrelandeducationsystemasamajor, persistentproblem(GallagherandSmith,2000;SutherlandandPurdy,2006;Equality CommissionforNorthernIreland,2017;ETI,2018;Harris,Purdy,etal.,2021).Mostrecently, the NewDecade,NewApproach agreement(SmithandCoveney,2020)andtheTermsof ReferenceofthesubsequentlyestablishedExpertPanelonEducationalUnderachievementin NorthernIrelandplacedaspecificemphasisoneducationalunderachievementamongst Protestantworking-classboysasapolicypriority.

BeyondthisnarrowfocusonProtestantworking-classboys,wecontendthatthereisamore complexrealitytoeducationalunderachievementinNorthernIreland.Boththe Childrenand YoungPeople’sStrategy andtheExpertPanelActionPlan(AFairStart)identifypupilswith FreeSchoolMealEntitlement(FSME),childrenandyoungpeoplewithspecialeducational needs(SEN),careexperiencedchildrenandyoungpeople,newcomer,travellerandRoma childrenandyoungpeople,andchildrenandyoungpeopleincustodyaspupilgroups requiringsupportandinterventions.TheExpertPanelalsoraisedtheissueofruralisolation representinganoften-overlookedlocusofdisadvantage.Thecomplexrealitybehindthehighleveldataavailablemustthereforebebetterunderstoodinorderforcommunities,teaching professionals,andpolicymakerstomoreeffectivelyrespondtotheissue.

ThisprojectsoughttoundertakefocusedresearchwithControlledschoolandcommunity leaders,tobetterunderstandthecomplexchallengesofeducationalachievementthatgo beyondthestereotypedimageoffailingworking-classProtestantboysinuniquelyinner-city contexts.Tothatend,theprojectdidnottargetareasorschoolsofparticularlyacute deprivation(asmanypreviousstudieshavedone,e.g.theILiADstudy,Leitchetal.,2017),but rathersoughtadialoguewithabroadrangeofControlledschoolsandthecommunitiesthey serve,aboutthenatureofeducational(under)achievementandtheirapproachesto improvingit.Inparticulartheobjectivesofthestudywereto:toexploreunderstandingsand experiencesofeducationalachievementandunderachievementintheirbroadestsense, includingbutnotlimitedtoattainmentthroughtesting/examinations;tonuanceculturally stereotypedunderstandingsofthelinksbetweeneducationalunderachievementandsome Protestantcommunities;todeterminethemainbarrierstoeducationalachievementinthe communitiesservedbyControlledschools,and;toconsiderthechallengesfacedbyschool leadersineffectivelyaddressingeducationalunderachievement.

Thestudy,carriedoutduringthe2020-21academicyear,centredonaseriesofcasestudies acrossfourdifferentclustersspreadacrossNorthernIreland.Theinitialsamplewasobtained bysearchingforclustersofco-educationalControlledschools,includingoneprimary,one non-selectiveandoneselectivepost-primaryschoolwithinnormaltravellingdistanceofone another.ThissamplewasrefinedbyonlyretainingclusterslocatedwithinanaverageSOA rankingbetweenthe3rdand8thdecileaccordingtotheNorthernIrelandMultiple DeprivationMeasure2017(NIMDM,2017).Therationaleforsamplingschoolclusterswithin theseSOArankingswasthatonewouldexpecttofindalargerrangeoflevelsofacademic achievementandsocio-economicdiversitythaninareasofacutedisadvantageor

comparativewealth.Thestudyalsodeliberatelyavoidedschoolsininner-cityBelfastand Derry/LondonderrywheretheILiADcasestudieshadbeenlocated.Thissampleistherefore predominatelyofruralandtown(ratherthancity)schools,incontrasttomuchoftheresearch worktodateoneducationalunderachievement(Harris,Purdy,etal.,2021).Althoughatotal oftwelveschoolsinitiallyagreed,thesecondperiodofCovid-19schoolclosuresinearly2021 (whentheprojectfieldworkwasduetotakeplace)eventuallyledtofourschools withdrawing.ThismeantthatthesamplecomprisedeightControlledschoolsacrossfour areas:threeprimaryschools.threenon-selectivepost-primaryschoolsandtwogrammar schools.Foreachschool,three(online)focusgroupinterviewswereheld:thefirstwiththe principalandmembersoftheseniorleadershipteam;thesecondwithcommunity representatives(oftengovernors,parents,sportscoaches,communityleaders);andthethird withpupils.Intotal,25seniorteachers,29communityleaders,and42pupils(fromyears6, 11and13)wereinterviewedforthisproject,betweenJanuaryandJune2021.Allinterviews werecarriedoutonline.

Thestudy’smainfindingsareorganisedaroundthreemainthemes:

1. Thediversenatureofeducationalunderachievement: thestudyhighlightedthat understandingsofeducationalunderachievementwereveryvariedacrossschoolsand communities.Inparticular,post-primarypupils’understandingofeducational achievementrelatedlargely(thoughnotexclusively)tosuccessinexternalassessment suchasGCSEandA-levelexaminations,andinsucceedingmorethanothersintheir peergroup(e.g.cominghighestintheclassinEnglish).Thisnarrowfocuscontrasted withbroaderperspectivesexpressedbyschoolandcommunityleaderswhoplaced greatervalueonawiderrangeofacademicandnon-academicskillsandabilities, pupils’mentalandphysicalhealth,self-confidence,happinessandwillingnesstolearn. Theschoolleadersinthisstudyreportedlittleornodifferencesbetweenthe achievementofpupilswithorwithoutFSME,whichsoundsausefulnoteofcaution aboutovergeneralisingwhendiscussingtheimpactofFSMEoneducational underachievementinallcontexts.

Therewerealsoparticulareducationalchallengesidentifiedinruralcommunities whichhavenotbeenreportedextensivelytodateinpreviousstudies.Manyofthe schoolsinthisstudywerelocatedinsmalltownsbutdrewmanyoftheirpupilsfrom surroundingruralareasandfarmingcommunities,andthereweremanyreports suggestingthatintergenerationaleducationaldisadvantageandlackofeducational aspiration,sooftenassociatedwithinner-cityworking-classcontexts,werealso featuresofmanyruralfarmingcommunities.Thisisathemethattodatehasbeen largelyoverlookedinthediscoursearoundeducationalunderachievementand urgentlyrequiresfurtherresearchandpolicyfocus.

2. Thedisconnectbetweencurriculumandassessment: thestudyalsohighlighteda widedisparitybetweenthestatedprogressiveskills-focusedaimsoftheNorthern Irelandcurriculum,andtheassessment-drivenrealityinschoolswheremanyprimary schoolleadersspokeofbeinglefttotheirowndevicestobuycostlystandardisedtests offeredbyprivatecompaniesintheabsenceofDE-sponsoredtests,furtherstretching theirownalreadytightschoolbudgets.Thisstudylendssupporttoexistingcallsfor

DEtourgentlycommissionCCEAtoprogressthedevelopmentofdiagnostic assessmenttoolsforuseinallschools,whichwouldrelievebudgetarypressureson schools,andprovideconsistencyofdata,thelackofwhichwassorelyfeltinthe202021academicyearfollowingthepostponementandeventualcancellationofthepostprimarytransfertests.Thismightalsoremovetheneedforpost-primaryschoolsto testpupilsonarrivalinyear8,preciselybecause(asreportedinthisstudy)theycannot relyonthevalidityofthetestscoressharedwiththembytheirfeederprimaryschools. Forpost-primaryschoolstorequireyear8pupilstositCATtestsonarrivalinpostprimaryschools(oftenontheirveryfirstday)highlightsanotheralarmingfailureof thecurrenteducationsystem,andonlyservestoembedtheimpressionamongpupils thatpost-primaryschoolingisabouttestsandscores.Whatisurgentlyneededisa single,government-funded,standardisedsuiteoftestsprovidingconsistentand reliablediagnosticdata,whichshouldbeusedtoidentifyindividualneedsandsupport futurelearning.

3. Thepotentialforpartnershipbetweenschools,familiesandcommunities: thestudy hasalsohighlightedmanyinstancesofusefulcollaborationbetweenschools,families andcommunities,especiallyduringtheCovid-19pandemic.Itisclearthatschoolsand familiesareoftenbetterconnectednowthaneverbefore.Movingforward,schools shouldcontinuetoreachouttofamilies,andvice-versa,usingarangeofdigitalmedia (SMS,email,AppssuchasSeeSaw,Youtubevideosetc.),toseethemasgenuine “equalpartners”(Warnock,1978)intheirpupils’education,offeringadviceand training,listeningtotheirperspectives,andfurthercementingthosehome-school linkagesthatwereforgedthroughadversitysinceMarch2020.

Thisstudyhasalsoclearlydemonstratedthevalueofaplace-based,context-specific approachtoaddressingeducationalunderachievementinNorthernIreland,which thrivesoneffective,respectful,partnershipbetweenschools,familiesand communities.Therewereseveralinnovative,context-specificexamplesofhowthat hadtakenplacealready,suchasthedevelopmentoflinkswithlocalmanufacturing companies,theinvolvementofthelocalOrangeOrderinfundingadditionalsupport inEnglishandmathsforpupils(withadditionalclassesheldinthelocalOrangeHall), tutorsofferingGCSEsupportafterbandpracticeforyoungpeopleinvolvedinloyalist flutebands,activeParentTeacherAssociations,committedschoolgovernorsand stronglinkswithlocalchurches.

However,itwassaddeningtohearoftheimpactofinter-schoolcompetitionbetween schoolswithintheControlledsector,whichwaseffectivelythwartingfurther collaborationbetweenrivalschoolsinsomeareas.Thisledtoreportsofschools holdingbackonfurthercollaborationforfearofendangeringenrolmentsandincluded theclaimbyoneprincipalthat“perhapsthepersonyouworkbestwithisnotyour localschool,itissomewherefartheraway”.

Finally,thefindingsofthisstudywereverymixedintermsofchurchinvolvement, rangingfromthosewhoexpressedscepticismandoppositiontomanyotherswho valuedchurchinvolvementintermsofprovidinggovernors,pastoralsupport,financial aid(throughdonations)andwillingvolunteersforhomeworkclubs,mentoring

programmesetc.Churchinvolvementcouldalsoleadtoparentscomingforwardto accessfoodbanksandseekotherformsofpastoralsupport,especiallyduringthe currentpandemic.

Numerousacademicandpolicyreportsovermanyyearshavehighlightedthe underachievementofsomepupilswithintheNorthernIrelandeducationsystemasamajor, persistentproblem(GallagherandSmith,2000;SutherlandandPurdy,2006;Equality CommissionforNorthernIreland,2017;ETI,2018;Harris,Purdy, etal.,2021).Mostrecently, the NewDecade,NewApproach agreement(SmithandCoveney,2020)andthefinalreport andactionplan(AFairStart)ofthesubsequentlyestablishedExpertPanelonEducational UnderachievementinNorthernIreland(Purdy,Logue, etal.,2021),specificallyhighlighted educationalunderachievementamongstworkingclassProtestantboysasapolicypriority.

Thesubstantive ChildrenandYoungPeople’sStrategy2020-2030 adoptedbytheNIExecutive (DE,2020)setasoneofitskeyoutcomesthat“childrenandyoungpeoplelearnandachieve”. ItremindsusthatalthoughthepercentageofpupilsinNorthernIrelandachievingLevel2 (equivalenttofiveormoreGCSEsatA*-C,includingEnglishandmaths)hasriseneachyear since2008,thisheadlinefiguremaskswideinequalities.Repeatedly,analysisofschoolleavers’educationalattainmenthasshownthatonaveragegirlsperformbetterthanboys, CatholicsperformbetterthanProtestants,andpupilswithoutFreeSchoolMealEntitlement (FSME)performsignificantlybetterthanthosewithFSME.Asaconsequence,astrong stereotypeassociatesunderachievementwithworking-classProtestantboyswhoare primarilyeducatedintheControlledsector 1 .

Beyondthisstereotype,producedbyablendofadministrativedatasetsandpublicdiscourse, wecontendthatthereisamorecomplexrealitytoeducationalunderachievementin NorthernIreland.Boththe ChildrenandYoungPeople’sStrategy andtheExpertPanelAction Plan(AFairStart)identifypupilswithFSME,childrenandyoungpeoplewithSEN,care experiencedchildrenandyoungpeople,newcomer,travellerandRomachildrenandyoung people,andchildrenandyoungpeopleincustodyaspupilgroupsrequiringsupportand interventions.Theexpertpanelalsoraisedtheissueofruralisolationrepresentinganoftenoverlookedlocusofdisadvantage.Thecomplexrealitybehindthehigh-leveldataavailable mustthereforebebetterunderstoodinorderforcommunities,teachingprofessionals,and policymakerstomoreeffectivelyrespondtotheissue.

TheCentreforSharedEducation’sILiADstudy(Leitch,Hughes, etal.,2017)identifiedhigher levelsofGCSEattainmentinthreepredominantlyCatholicwardscomparedwiththree predominantlyProtestantwards(outofatotalofsevenwardssurveyed),andnoted differentialsassociatedwiththerelativevalueplacedoneducation;perceivedlevelsof attachmentordetachmentofschools;varyinglevelsofcommunitycohesion;andvariances inschoolabsenteeismrates.Thereportfoundthatatschoollevel(particularlyinControlled schools),lowexpectationsofpupilsonthepartofsometeacherswasreflectedbysome parents’perceptionofschoolsandteachersas“detached”and“middleclass”,pointingto socialdivisioncausedtoanextentbyculturalstereotyping.

1 ItisacknowledgedthattheControlledsectorisdiverseandinclusivesector.Recentfiguresshowthat146,138pupilsattendControlled schoolsinNorthernIreland,ofwhom61%areProtestant,10%areCatholicand29%are‘other’ www.csscni.org.uk/about-us/controllededucation-sector

Thisdivisionbetweenschoolsandthecommunitiestheyserveappearstobealong-running problem;the ACalltoAction reporttotheNorthernIrelandAssembly(Purvis,2011)made thecaseforgreaterinvolvementineducationandschoolsbyparentsandlocalcommunities inordertotackleunderachievementalongsideaChildPovertyStrategyforNorthernIreland, greaterinvestmentinearlyyearseducation,andfurtherfocusedresearch.

TheILiADstudy(Leitch,Hughes, etal.,2017)alsopointedtoschoolleadershipasakeyarea inwhichunderachievementisconceptualisedandremedialpoliciesdeveloped.The importanceofschoolleadershipandeffectivecommunitypartnershipinraisingattainment hasbeenunderlinedinseveralstudiesinGreatBritainoverthepastdecade,particularlyin evaluatingthe‘Londoneffect’(Baars,Bernardes, etal.,2014;DemieandMclean,2015).Ina comprehensivereviewof‘whatworks’inaddressingeducationalunderachievementin England,Demie(2019)alsoprioritisesstrongandeffectiveschoolleadershipandinvestment indevelopingleadershipcapacityasvitalelements.However,whatmakesschoolleadership andcommunitypartnershipeffectiveinonecontextmaynotbethesameforanother-what isimportantisthedevelopmentandimplementationofastrategicandcoherentapproachto improvingeducationaloutcomes.TheExpertPanelreport(AFairStart)hasalsomadea numberofimportantcostedactionsinrelationtosupportingtheprofessionallearningand wellbeingofschoolleadership.Inparticular,thepanelproposedthedevelopmentofnew professionalqualificationsforleadershiptoreplaceandenhancetheformerProfessional QualificationforHeadship(PQH),andwithparticularreferencetounderachievement,the panelproposedaco-designedmodelofsharingeffectivepracticewhichincludedbotha supportandachallengefunction:

AspartoftheLearningLeadersStrategy’scommitmenttobuildingleadership capacityatalllevels,DE,EAandETIshouldactswiftlytodevelopacollaborativecodesignedmodelwithschoolprincipalstoshareeffectivepracticeontackling educationalunderachievement,andtochallengeandsupportschoolleadersto identifyandeffectivelyintervenetoaddressunderachievement,providinglongterm guidanceandpastoralcaretoschoolleaders.(Purdy,Logue, etal.,2021:70)

ThemostrecentChiefInspector’sReport(ETI,2018)statedthat”toomanyunder-achieve, struggletolearninunder-performingschoolsandorganisations,andfindeducationaland vocationalroutesneedlesslyblockedbydecisionsaboutcurriculumandassessmentmadeby schoolsandgovernorswhoprioritisetheinterestsoftheirschoolororganisationoverthe needsoflearners”(p12).Decision-makingandleadershipinschoolsarethereforeunderstood tobecentraltoremovingbarrierstoachievement,particularlybyaligningtheinterestsofthe schoolororganisationwithimprovingoutcomesforallpupils,includingthosethatstruggle mostwithschooling.

ThisprojectsoughttoundertakefocusedresearchwithControlledschoolandcommunity leaders,tobetterunderstandthecomplexchallengesofeducationalachievementthatgo beyondthestereotypedimageoffailingworking-classProtestantboysinuniquelyinner-city contexts.Tothatend,theprojectdidnottargetareasorschoolsofparticularlyacute deprivation(astheILiADstudydid),butrathersoughtadialoguewithabroadrangeof Controlledschoolsandthecommunitiestheyserve,aboutthenatureofeducational (under)achievementandtheirapproachestoimprovingit.

1.1Definitionsofunderachievement

Theterm‘educationalunderachievement’iscommoninpolicyandacademicdiscourse relatingtoeducationinNorthernIrelandandbeyond,despitetheambiguitycreatedbyits widevarietyofpotentialmeanings.GorardandSmith(2004)callededucational underachievement“animperfectdescriptor”,arguingthatinthemajorityofcasesitmerely means‘lowattainment’,butimpliesthatunderdifferentcircumstancespupilswho ‘underachieve’couldobtainbetteroutcomesintheassessmentinquestion.

TherecentExpertPanelActionPlan(AFairStart)adoptedthedefinitionarticulatedbyUK government,whereunderachievement“meansthatattainmentislow,andlowerthanother comparisongroups”(HouseofCommonsEducationCommittee(2014),citedinPurdy,Logue, etal.,2021:ii).Suchanunderstandingofunderachievementisimplicitlygroup-basedrather thanfocusedontheindividualpupil:itconsiderstherelativeperformanceofgroupsofpupils (e.g.genderattainmentgap),ratherthanthedifferencesbetweenactualandpredicted individualattainment(examinationgrades,typically).Whilstthechoicetofocusonthe formeringovernmentisreasonable,asthetoolsandmethodsforidentifying underachievementatthislevelmustbehigh-level,statisticalandmeasurable,itisthelatter thatisofmostrelevancetoindividualschoolsandlocalcommunities,andwhicheachofus findsrelatabletoourowncontextsandexperiencesofeducation.Thisisimportant,because weareonlyabletomakesenseofhigh-level,statisticallyunderpinnedpoliciesandtherefore implementinterventionswithinschoolsandcommunitiesthroughthelensofourcontextual understandingsofwhatunderachievementmeans.Itisatermthatjumpsscalesand temporalities,whilstconstantlyevokingcomparisonrelativetosomeother‘achievement.’

Thispurelyqualitativeresearchaimstoreachagreaterunderstandingofwhat underachievementisunderstoodtorepresentinthepracticalcontextofasampleof Controlledschoolsin2021.Itthereforerecognisesandacceptsarangeofdefinitionsof underachievement,includingdifferentmeasures,comparisonsandexamplestobuildupan accountofhowunderachievementisunderstoodincontext,beyondthestereotypeofinnercityworking-classProtestantboys.

2Methodology

2.1Aim

TheprojectaimedtoexploretheexperiencesandapproachesofControlledschoolsandtheir communitiestoeducationalachievementandunderachievement,withaparticularfocuson leadership,inordertomakerecommendationstokeypolicymakersandstakeholders.In ordertoachievethis,weundertookaseriesofcasestudieswithparticipantschoolsacross NorthernIreland,usinggroupinterviewswithasampleofpupils,communityleadersand schoolleadershiptoobtainacross-sectionalsampleofqualitativedata.

2.2Sample

Theinitialsamplewasobtainedbysearchingforclustersofco-educationalControlledschools, includingoneprimary,onenon-selectiveandoneselectivepost-primaryschoolwithinnormal travellingdistanceofoneanother(suchthatanindividualpupilmightreasonablyattendany ofthethreeinthecourseoftheirschoolcareer).Thissamplewasrefinedbyonlyretaining clusterslocatedwithinanaverageSOArankingbetweenthe3 rd and8th decileaccordingto theNorthernIrelandMultipleDeprivationMeasure2017(NIMDM,2017).Therationalefor samplingschoolclusterswithintheseSOArankingswasthatonewouldexpecttofindalarger rangeoflevelsofacademicachievementandsocio-economicdiversitythaninareasofacute disadvantageorcomparativewealth.

ThisprocedureidentifiedfourclustersdispersedacrossNorthernIreland,butfallingoutside inner-cityBelfastandDerry/Londonderry,wheretheILiADcasestudieshadbeenlocated.This sampleisthereforepredominatelyofruralandtown(ratherthancity)schools,incontrastto muchoftheresearchworktodateoneducationalunderachievement(Harris,Purdy, etal., 2021).WiththeassistanceofControlledSchoolSupportCouncil(CSSC)schoolsupport officers,theresearchteamcontactedtheprincipalsofschoolsintheseclusterstoobtaintheir agreementtoparticipate.Althoughalltwelveinitiallyagreed,thesecondperiodofCovid-19 schoolclosuresinearly2021whentheprojectfieldworkwasduetotakeplaceeventuallyled tofourschoolswithdrawing.Inordertoprotecttheanonymityoftheschoolsandindividuals involvedinthestudy,wedonotidentifythespecificlocationoftheseclusters,buttable1 belowprovidessomeinformationonregionalcharacteristicsandtheschoolsinvolvedinthe project.

Table1:StudySchoolCharacteristics

Communityleaderswereidentifiedandrecruitedbyschoolprincipals.Assuch,each communitygroupinterviewincludedadifferentspreadofcommunityrepresentatives, reflectingthecontextsofeachparticipatingschool.Pupils–Year6forprimaryschools,year 11fornon-selectivepost-primaryschools,andyear13forgrammarschools–wererecruited byprincipalsoramemberoftheirteam.Theprojectteamrequestedamixed-abilitygroup, butthiswasnotmeasuredorverified.

Byengagingtheviewsofschoolleaders,teachers,pupilsandcommunityrepresentatives fromasmallbutdiversesampleofControlledschools,thisreportaimstoprovideamore nuancedaccountoftheschool-communityattitudesandrelationshipsthatunderpin educationaloutcomes.

2.3Datacollection

Apurelyqualitativemethodologicalapproachwasadopted,inordertofocusondefiningand understanding,ratherthanmeasuringandevaluating,educationalunderachievementinthe contextofparticipatingschoolcommunities.Aseriesofgroupinterviewswereconducted witheachoftheparticipatingschools;withschoolleadership,communityleaders,andpupils. Theseinterviewswereoriginallyscheduledtotakeplaceduringaschoolvisitbytheresearch team,butrestrictionsassociatedwiththeCovid-19pandemicinthefirsthalfof2021ledto datacollectionbeingpostponedandeventuallytakingplaceusingZoomcalls.Intotal,25 seniorteachers,29communityleaders,and42pupils(fromyears6,11and13)were interviewedforthisproject,betweenJanuaryandJune2021.

Table2summarisesthecharacteristicsofparticipantsineachgroupinterview.Interview participantswereselectedandrecruitedbytheschool,asthiswasthemostpracticalmeans ofrecruitingparticipants.Allparticipantsgavepriorinformedconsentbeforetakingpartin theresearch. Locality

Table2:Characteristicsofgroupinterviewparticipants

Locality SchoolType Interview Participants

SLT

Area1

Non-selective post-primary

Primary

PrincipalPastoralLead Vice-PrincipalCurricularLead

Community GovernorGovernor(EA) Artist/ResearcherTA/LocalResident

Pupil6Y11pupils,mixedgender,mixedability

SLTPrincipal SENCO

Community BoGChairPTA(parent) Governor

Pupil6P6pupils,mixedgender,mixedability

SLT

Non-selective post-primary

Area2

PrincipalVice-Principal CurricularLead

CommunityGovernorChurchminister

Pupil6Y11pupils,mixedgender,mixedability

SLT

Grammar

Area3Primary

PrincipalPastoralLead CurricularLead

Community BoGChairPTA(parent) GovernorBoGSafeguarding SportsCoachMusicTeacher

Pupil6Y13pupils,mixedgender

SLT

PrincipalLiteracyCoordinator SENCONumeracyCoordinator

Community GovernorGovernor(EA) LocalCouncillorChurchminister

Pupil5P6pupils,mixedgender,mixedability

SLT

Primary

Area4

PrincipalLiteracyCoordinator SENCONumeracyCoordinator

Community PTA(teacher)FamilyCentre SportsCoachGovernor

Pupil4P6pupils,mixedgender,mixedability

SLT

Non-selective post-primary

PrincipalPastoralLead CurricularLead

Community LocalCouncillorCommunityWorker Businessperson

Pupil6Y11pupils,mixedgender,mixedability

GrammarSLTPrincipal PastoralLead

Locality SchoolType Interview Participants

Community

GovernorPTA(parent)

Localcharity

Pupil3Y13pupils,mixedgender

Groupinterviewsweresemi-structured,followingabroadlysimilarsetofquestionstailored slightlytoeachgroup.Thesemi-structuredinterviewwasusedtoencouragediscussionand debatebetweeninterviewees,whichwouldgenerateconsensusorhighlightdifferences throughoutthecourseoftheinterview(RubinandRubin,2011).Theonlineformathowever introducedaseriesofcomplicationstotheinterviewformat.Technologyavailabilityandsetupwasvariable,meaningthatsomegroupinterviewswereconductedwithindividualsat theirowndevices(e.g.communityleaders’interviews)andothersinvolvedindividuals sharingdevices(e.g.pupils’andsomeoftheschoolleadershipinterviews).Eachset-uphad itsadvantagesanddisadvantages:whilsthavingmultipleintervieweesinoneroomsuitedthe groupinterviewapproachwellandencourageddiscussionanddebatebetweeninterviewees, itoftendidnotsuitthetechnologyandledtodifficultiescommunicatingwiththeresearcher andpoor-qualityrecording.Attemptstomaintainsocialdistancingandclassbubbles exacerbatedthisproblem.Futuredatacollection,ifbeingundertakenusingvideocalls,would bebetterundertakenwitheachindividualusingtheirowndeviceifpossible,withthe understandingthatsomeoftheadvantagesofbeinginthesameroomforgroupinterviews arelost.

Allgroupinterviewswereaudio-recordedandtranscribed,beforebeingcodedusingMaxQDA software.Qualitativedataanalysiswasundertakenthroughtworoundsofopencoding (Charmaz,2006).Thiskindofcodingisanactofinterpretationthatisbothsubjectiveand interactive,andisthusshapedbynumerousindividualandwidersocialinfluences.The inductivenatureofopencodingallowsforgreateremphasisonthevarietyofthemesactually discussedbytheinterviewees–whetherpromptedornot–thanaversionofdeductive codingthatbeginswithasetofpre-definedcodesassociatedwiththeoriginalresearch objectives(Cresswell,2003).Thisapproachwasimportantforthisproject’saimtogo‘beyond thestereotype’indiscerningexperiencesandapproachestounderachievementthatnuance orcontradictnormativecategories.Asaresult,thefindingsextendbeyondtheoriginalstated objectives,outlinedbelow.

2.4Objectives

- Toexplore understandingsandexperiencesofeducationalachievementand underachievementintheirbroadestsense,includingbutnotlimitedtoattainment throughtesting/examinations.

- Tonuance culturallystereotypedunderstandingsofthelinksbetweeneducational underachievementandsomeProtestantcommunities.

- Todetermine themainbarrierstoeducationalachievementinthecommunities servedbyControlledschools.

- Toconsider thechallengesfacedbyschoolleadersineffectivelyaddressing educationalunderachievement.

3Findings

Theanalysisbelowdoesnotcovertheentiretyofwhatwasdiscussedinthegroupinterviews, butnonethelessseekstoreflectthewide-ranginganddiversenatureofthedata.Eachsubsectiongatherstogetherpupil,schoolandcommunityleaderviewsonarangeoftopicsof commoninterestthataroseinthedata.Quotationsaregiveninitalics,precededbyan individualanonymouscodeidentifyingthearea,school,groupinterview,androle(pupilsare simplygivenanumberinorderofcitation)–forexample,thewordsoftheprincipalofthe non-selectivepost-primaryinarea4,spokenduringtheSLTinterview,wouldbe:

4SecSLTPrincipal“beingateacher,youshouldbeabletoidentify underachievementwithinyourownclass”

3.1Understandingsofunderachievement

Todiscernpupils’understandingsofunderachievement,webeganbyaskingthemaboutthe purposeofschoolingandwhattheyhopedtheireducationwouldbringtheminfuture.Their responsesweredominatedbyacommondiscoursethatcentredonexamgradesand, subsequently,employmentand/oruniversity.Thisdiscoursewasnotsignificantlydifferent betweenpupilsofdifferentstages,schools,orregions:

4SecPup1“[with]goodresults,Icanhopefullygetagoodjob.”

3PrimPup1“[Thepointofschoolisto]learnandgetagoodjob”

2GramPup1“Iwantgoodenoughgradesthatwillgetmeintouniversity […]I'mnotreallysurewhatpathexactlyIwanttogodownyet.Iwantto getenoughgradesthatdoesn'tclosetoomanydoors.SoIhavelike, options.”

Theseexamplesaretypicalofourdataset,andunderlineawidelyheldemphasisonthis extrinsicvalueofeducation.Onlyrarelydidapupilarticulateintrinsicvaluesofeducation, suchasenjoyinglearning,beingfascinatedbynewknowledge,orexpressingthoughtsand feelings–andoftheserareexamples,allwereprimarypupils.Post-primarypupils, understandablygiventheirproximitytoexternalassessment/examinations,universally focusedongetting‘good’grades.Attimes,what‘good’meantwasmadeslightlymore explicit:

2SecPup1“Thenhopefullygetgoodenoughgradesthatyoucangoand getlikeawell-paidjob”

4SecPup2“TogetintouniversityyouneedtogetCsinyourSciences, MathsandEnglish.”

‘Achievement’,forthepupilsparticipatingintheresearch,couldthereforebearguedto involvetheattainmentofexaminationgradesthatwouldallowthemtoprogresstohigher educationand/orawell-paidjob.Thefocusongradeswasalsostronginpupils’responsesto therequesttosharetheachievementstheyweremostproudofatschool.Thesewere frequentlyrelatedtogrades,oftenincludinghavingplacedhighlyintheclassrankings:

1SecPup1“[Myproudestachievementwas]onprizedayIgotlikethe highestintheyear10forgrades”

2SecPup1“Iamsortofproudoflike,youknow,gettingagoodenough scoretobesecond[intheclass].Andlike,Ican'tsay,I'veexperiencedthat manytimes.

4GramPup1“thisyearforourASIgotthehighestinourEnglishclass,and it'sreallyalot.”

Achievementwasthereforeclearlylinkedinthemindsofthepupilparticipantsnotonlyto obtainingasuccessful‘passing’grade,butindoingbetterthantheirpeers.Competition, whetheractivelyencouragedornotwithintheschoolenvironment,appearstoplayakeyrole inpupils’understandingsandfeelingsofachievement,asfurtherevidencedbythemany pupilswhoreportedsportingfeatsalongsidetheacademic:

2SecPup1“[I’mproudof]thetimethecross-countryteam,usgirls,allwent totheUlsterfinals”

Inter-pupilcompetitionwasonlyspecificallydiscussedbyoneschoolleaderinthecourseof ourstudy,andwascastinapositivelight:

2GramSLTPrincipal“Ithinkthere'sahealthycompetitivenesswithinthe school,notjustacademically,butalsoinextraandco-curricular.Kidswant todowell.Andtheywanttodowellagainsttheirpeersinaniceway.”

Thedesiretobethefirstamongpeerswasencapsulatedwellwithinadiscussionwithamong thepupilparticipantsinoneofthegrammarschoolsinparticular(4Gram),allthreeofwhom wantedtobecomeseniorprefect,headboyorheadgirl:

4SecPup3“I'dliketobeaprefect,toprovethatI'veachievedsomuchin thisschoolthatthey'dtrustmetobeone.”

4GramPup1“[Beingheadboywouldmean]representingyourschoolas well,leavingamarkbeforeyougoandcontributingbacktotheschool.”

4GramPup2“Yeah,likewhenyouwereinlike[lowerschool]you'dlookup totheheadgirlandyou'dbelikethatwouldbecooltobelike,just speakingup,likeateventsandstuffintheschoolandeverything,like representingtheschool.Ithinkthatwouldbegood”

4GramPup3“youcantellwhotheprefectswere[…]speakingat assembliesandbeingsoconfidentandeverything,andIjustthinkit'dbe reallyniceto,like,emulatethat”

Forthesepupils,achievementatschoolwasboundupinbeinglookedupto,listenedtoand respectedasatrustworthyandresponsibleindividualwithintheschoolcommunity.Allofthis sofarisperhapsunsurprising,butitisworthpointingoutthatthiscompetitiveunderstanding ofeducationalachievement,whichnecessarilycreateswinnersandlosersandisgenerally conceivedtohaveanextrinsicpurposeofleadingtohighereducationand/orwell-paidjobs,

isnotagivenbutisconstructedinandthroughthesystemsofassessmentandpedagogythat predominateintheschoolenvironmentandthevaluesthatpredominateinwidersociety.

Interestingly,discussionschangedsomewhatwhenparticipantswerethenaskedtodiscuss anddefinewhat underachievement lookedlike.Gradesremainedimportant,howevernow theemphasiswasshiftedfromcompetitionwithpeerstomeasuringuptoexpectationsand targetssetbyfamily,teachersandbyoneself,oftenlinkedtoalackofindividualeffort:

2GramPup1“ifIcangetagoodgradeandmyparentsarehappywithme, thengrand”

2SecPup3“[Underachievementis]notdoingthebestofyourability.Like sayyouhaveanexamandyoudon'treviseforit-whereasifyouhadof revisedyoumighthavedonebetter”

1SecPup2“Ithink,likeifyouhavethepotentialtohavereallyhighgrades, butyou'rejustnotputtingintheeffortandthetimetogetthehigh grades,Iguessit'sunderachievement”

4GramPup1“[Underachievement]'sjustnothittingthegoalsthatareset byyourself”

Pupilsfromoneofthegrammarschools(4Gram)mentionedbeingsystematicallyassigned targetgrades(theteacherpresentinterjectedtoexplainthatthesewerebasedonprior attainmentandCATscores),andexplainedthatattainingbelowthisgradeisunderachieving intheireyes.Intheseexamples,unliketheexamplesofachievementgivenabove,thereisno explicitcomparisonwithpeers.Nopupilexplainedthatbeing‘bottomoftheclass’wasan exampleofunderachievement.Rather,thepersonalexpectationsofpupils,theirfamiliesand theirteachers,basedonarangeoffactors,setanindividualstandardtoattaininexams irrespectiveoftheattainmentofclassmates.

Ontheotherhand,somepupilparticipantsactivelyrefutedtheideathatgradeswerea reliablemeasureofachievement,andratherfocusedonunderlyingbehaviour.Interestingly, thesewereallpupilsatnon-selectivepost-primaryschools.

2SecPup4“Gradesdon'talwaysdemonstrateyourfullextentof intelligence.Sothere'sreallynopointofdwellingonthefact,ifyoudon't doaswellasyoumighthavewantedto,aslongasyoutryyourbest.And you'rehappythatyoudidtryyourbest.”

1SecPup2“No,Idon'tthinkit'salwaysaboutgrades,becauseyou'llbe underachievinginbehaviouraswell,becauselikeyourgradesobviously showyourprogressioninclass,butthenyourbehaviourjustshowswhat kindofpersonyouare,andifyou’reunderachievingasapersonit’s…not sogood”

4SecPup2“[Underachievementcouldbe]notlisteningtotheteacherand justmessingaround - itdistractstherestoftheclassandthenthey'renot learning.”

Suchperspectivesofferanalternativetotheotherwisedominantgrades-and-competition discourse.Theyfocusonpersonaldevelopmentand,asinthelastexample,indicatethe sharednegativeeffectsofunderachievement.Ratherthanazero-sumgamewherethe relativelylowattainmentofsomepupilsproducestherelativelyhighattainmentoftheir classmatesbycomparison–allowingthemtotakeprideinbeing‘topoftheclass’asinthe aboveexamples–thisbehaviouralunderstandingofunderachievementpointstoitspotential toholdbackaclassorcohort,suchthattheachievementsofawholeclass,school,orcohort canbeunderstoodtobeinterdependent.

Bycontrastwiththepupilfocusonexternalassessmentperformance,andnotwithstanding thesinglepupilexamplegivenabove,mostschoolandcommunityleaderseschewedtalkof competitionforgradestofocusmoreonreadinessforadultlife:

1SecCommTA/LocalResident“ifwecanhavethemchildrenleavingschool readyfortheworldofwork,thenthat'swhatweaimfor,regardlessof grades.Ithinkthat'smostimportant,especiallyforthechildren'sselfconfidence.”

4GramCommCharity“Idon'tthinkunderachievementisautomaticallynot gettingacertainnumberofGCSEs,andsettingabarthatyoumust achieveacertainqualification.Therearelotsofpeoplewhodon'thave examinationsandwhoachieveverywellinlife[…]Isuppose [underachieversare]peoplewhoarenoteithergainfullyemployedorin somesortofeducationalestablishment,whoaresimplysittingathome doingnothing”

Strugglingtoachievehighexamgradeswasre-castbymanyasasignnotoffailure,butof alternativeskillsthatwerenotsufficientlyrecognised.Theownerofamanufacturingbusiness explained:

4SecCommBusinessperson“it'seasyformetogoandgetsomebodywho's hadfiveGCSEsB's,absolutely.Andthere'sacasethereforthem.Butwe havetoalsorememberthatthereareotherjobsIneeddoneaswell,that doesn'tnecessarilyneedthatperson[…]WithinindustryinNorthern Ireland,wehaveaseriousshortageofskilledandsemi-skilledworkers. Andalotofthesekidswouldbeexcellentforthatparticularsortofwork. […]Andthat'swhatwe'vebeendoingthrough[themanufacturinggroup] istomakesurethattheapprenticeshipschemeispushedforwardandis presentedinsuchawaythatwecangetkidsfromalldifferentabilities, actually.”

Thoughthebusinessownerdidnotelaboratefurther,theimplicationisclearlythatsome pupilswhostruggletoachievehighgradesatGCSEforavarietyofreasonsarenonetheless abletothriveintheworldofwork,andindeedmaypossessarangeofrelevantskillsthat GCSEqualificationsdonotcurrentlyadequatelyassess.Severalschoolprincipalsidentified theneedforanalternativeapproachtoassessandvaluesuchskills:

1SecSLTPrincipal“…whatwereallyneedissomethingthatisfair,thatis ableto-Yes,theGCSEchildrenshouldbedoingGCSE,becausethatistheir pathwaytothenextstage,ifthey'regoingtogotoaSixthform, University…allofthat[is]excellent,highaspiration,wantingthebestfor ouryoungones.Butit'snotfairontheoneswhoneedanalternative approach.Theyneedtobegettingagradethatisbeneficialtothem movingintothenextstageofgoingtowhicheverpathwaytheygoonto.

So,analternativetherewouldbegreat.”

4SecSLTPrincipal“Oneofthemajorstrengthsofourschoolandwhywe havebeensopopularoveranumberofyearsofparentsselectingthehigh school,it'sthechildcentredethoswithintheschool.So,it'snotdrivenby pupilswho,youknow,[theirmaingoalis]togotouniversity.It'snotall aboutthatuniversitydirection.It'saboutallthoseotheroccupations, apprenticeshipsthatmaybeavailabletothem.”

Thethemeofrecognisingandcelebratingdiverseabilitieswithintheschoolcontextwas particularlystrongintheparticipatingprimaryschools:

2PrimCommPTA(Parent)“Idon'treallyseeunderachievers,andIdon't evenseedisabilities.AndImean,whatwewouldseeasmaybeadisability inlifeinourschooliscertainlynotmadeoutlikethat.Imean,Iknowmy childhascomethroughitanddoesn'tseehisfriendsthatdidn'tdocertain exams,hisfriendsthatcan'twalkthesame,thefriendsthatcan'tmaybe speakthesame,friendsthatdon'thavethesamevision,anyofthose things,anydisabilityonanylevel.”

2PrimSLTPrincipal“therewasachildwhoisareallylowachievingchild,we hadalittleauction.He'sfromafarmingbackgroundandtheyhavean auction,everything.That'swhatthatchildknows,hebreathesitandlives it[…][TheSENCO]gavehimtheroleoftheauctioneeratthislittlecoffee morning.Well,you’dhavethoughtyouhadhandedhimtheWorldCup. Becausetoalltheotherkidswhoalwayshaddownedhimbecauseofhis academicachievementandhowhecouldn'tpickupthingsheshould-this wassomethingthatheknewhecoulddo.Andhestoodthereasproudas withhislittlehammerandgivingitall,whathehadtosay.Andthat,that meantamillion.Doyouseeafterthat?Hetackledhisspellingsina differentway.Hetackledhisreadinginadifferentway,hetackled everything,becausehejusthejuststoodtall,youknow,hecoulddoit.”

3PrimSLTPrincipal“Youknow,quiteoftenchildrenwhoareunderachieving inliteracyorareunderachievinginnumeracyaretopoftheclassinPE.So it'sawonderfulopportunityforthemtodeveloptheirself-esteemandto makethemyouknow,happyandfeelworthwhileandinabetterplacefor learningothersubjects.”

Astheseexamplesmakeclear,valuingdiverseabilitiesformsapartofabroadlypastoral approachtoeducationintheseschools,thatunderstandspupils’self-esteem,andmore

broadlytheirmentalandphysicalhealth,ascentraltotheirpersonalandacademic development.Thispastoralperspectivewaspresentacrosstheschoolandcommunity leaders’interviews,andledtounderstandingsofunderachievementthathingedonmental healthissues:

4GramSLTPastoral“Wedohave[agrowth]alsoofalloursocialissues, growingmentalhealthissueswithyoungpeopleandit'snotonlyour school,it’severyschool,society,we'vegotgrowth,sotheyarethebig challenges,mentalhealth,anxiety.”

1SecCommArtist/Researcher“So,youknow,it'sallverywellsaying,you know,kidsaren'tachieving,andwhatcanwedoaboutteaching,butifthe kidsaren'tinafitstate,ifthey'redysregulated,they'reobviouslynotgoing tobeabletolearn”

3PrimSLTSENCO“Andwhenyoulookatyourdata,there'llbechildnumber onewho'sonitthisyear,andyouthink,well,there'sbeentwo bereavements.There'sbeenamarriagebreakoff,there'sbeendifferent thingsinthatfamily,youknow,there'sareasonforthat.”

Overall,whatcanbearguedfromthisdataisthatthereisasubtledisconnectbetweenpupils’ understandingsofachievement,linkedtosuccessincompetitivesystemsofgrading,andtheir understandingsofunderachievementwhichwerelinkedtopersonaldevelopment,behaviour andfailureagainstpersonalexpectations.Allparticipantsbroadlysawenteringadultlife, usuallyinworkorfurtherorhighereducation,asthekeypurposeofschooling,andadults soughttounderstandunderachievementinthisregardintermsofindividualneedssuchas mentalhealthproblemsorspecialeducationalneeds.

3.2Linkswithculturalstereotypes

Theproject’ssecondobjective,tonuanceculturallystereotypedunderstandingsofthelinks betweeneducationalunderachievementandsomeProtestantcommunities,ledusto examinethekindsofculturalstereotypesthatemergedintheprojectdata.Thesewere minimalinthepupildata,mostlyasaresultofthewaytheinterviewquestionswereasked. However,severalprimarypupilsappearedtolinkeducationalandsportingaspirationsin relationtoacademicallyselectivegrammarschools.Theyexpressedadesiretoattenda grammarschool,howeverthemostcommonlygivenreasonwasrelatedtosporting,andnot academic,ambitions:

3PrimPup2“[Wewanttogotothegrammarschoolbecause]youcanplay rugbythere[…]Idon’tthinkyoucoulddorugbyatthehighschool”

2PrimPup1“Inalotofgrammarschoolsthereisreallygoodsportand… goodlearning”

3PrimPup3““[Wewanttogotothegrammarschoolbecause]they’vegot anequestrianteam”

Thoughtheseareonlyafewexamples,theyservetoillustrateapointthatwasrepeatedly returnedtobyresearchparticipants;thatschoolsportisimportantandcanactasakey motivator,emotionalregulatorandsocialintegratorforpupils.Thefactthatthesepupils identifiedsportingpursuitstypicallyassociatedwiththemiddleandupperclasses(rugbyand equestrianism)indicatesthepossibleclass-basednatureoftheireducationalambitions.It shouldbenotedthat,bycontrast,pupilsatnon-selectiveschoolswidelyreportedsporting achievementsincross-country,weightliftinganddancethoughsomedidalsorefertorugby. Thisevidenceofastrongsocietalperceptionthatgrammarschools,andnotnon-selective post-primaryschools,arecentresofsportingexcellencealsoservestoreinforceacultural stereotypeofhighachievementwithinselectiveschoolsandunderachievementwithinnonselectiveschools,eveninrelationtoschoolsport.

University/professionalaspirationsweresharedacrossallpupilgroups.Therewasalsono indicationfromthepupildatathatgenderhadanimpactoneducationalunderachievement. Notwithstandingtheabovepointdevelopedfromafewexamplesinrelationtoschoolsports, socio-economicbackgroundwasnotdiscussedexplicitlywithinthepurviewofthepupil interviews.

Theschoolandcommunityleaders’interviews,however,includedfarmorediscussionof associationsbetweenunderachievementandparticularsocio-economicgroups.First,the elementsofthe‘Protestant,working-classboy’stereotypewerediscussedindividually,but notsystematically,byparticipants.FewassociatedunderachievementwithProtestantpupils directly,butthenarrativesofferedapicturebothofcomplacencyandmistrustofauthority withinProtestantorLoyalistcommunities:

4SecCommBusinessperson“There'sbeenanarrogancewithinthe Protestantcommunitywithkids,andparticularlyintheunderachievers, thatwehavework,wewillhaveworkandthiscomesfrommygeneration fromwaybackwhenProtestantswerealwaysguaranteedajob.”

4SecSLTPrincipal“it'sgenerallyacceptedthatwhiteProtestantboysare thelowestachieversbutthereis,thereisaflipsideinthatthoseinvolved, it'sthemoreactiveelementsofloyalismandrepublicanismtendtofeela weebitdisengagedwithsociety.Ithinkthat'spossiblywhytheydon'tsort ofbuyintoeducation,it’s[…]anapparatusofthestate,it'spartofthe system.”

Suchviews,tothelimitedextendthattheywereofferedintheauspicesofthepresentstudy, corroboratethefindingsofotherrecentworkexaminingworking-classLoyalistand Republicanperspectivesoneducationalunderachievement(Purdy,Finn, etal.,2021),that manyworking-classLoyalistsfeelincreasinglyestrangedfromthestateinstitutionstheyonce feltwereontheirside,includingtheeducationsystemandschools,andthatthishasledto disengagementandastrongsenseofsocial,politicalandeducationalmarginalisation.

InsharpcontrasttothewelldocumentedpatternofcomparativelylowachievementbyFSME pupils(Purdy,Logueetal.,2021;Demie,2021),andwhilethisstudydidnotexamineschoolleveldatatocorroboratetheclaims,itwasnotablethatmanyschoolleadersacrossregions

andphasesreportedthatintheirexperienceFSMEhadlittleornoimpactoneducational outcomes:

3PrimSLTPrincipal“WhenwelookedatandIanalysedourdatathis morning,thereisnopattern.It'snotboys,it'snotgirls.There'sno correlationbetweenfreeschoolmealsandunderachievement.”

4GramSLTPrincipal“inourschool,wekindofbuckthetrend,becauseat GCSE,ourfreeschoolmealshavefiveA*-CandthenthesevenA*-Carethe same,thereisn'tunderattainmentwithfreeschoolmeals.AndatA-level actually,ourfreeschoolmealspupilsoutperformtheirnon-freeschool mealscounterparts.”

2GramSLTPrincipal“ourfreeschoolmealschildrengenerallyallperformat exceptionallevel,youknow,theyareneverreallyinthatbottom category.”

ThisclearmessagefromparticipatingprincipalsinrespectoftheirFSMEpupilsshouldgive pauseforthought.Suchstatementsindicatefirstlythatsocio-economicdisadvantagedoes notprecludeeducationalsuccess,andsecondlyunderlinesthedangersofusingFSME uncriticallyasameasureofsocio-economicdisadvantage.TheshortcomingsofFSMEasa proxymeasurearewidelyacknowledged:notalleligibleparentschoosetoapply(formany reasons);familieswhoseincomesarejustabovethethresholdarenotincluded;FSME measuresincomeonlyanddoesnottakeaccountofotheraspectsofdeprivation;FSMEfails toincludechildrenwhomaypreviouslyhavebeeninreceiptoffreeschoolmealsbutwhose circumstanceshaverecentlychangedetc.(Perry,2010).Indeed,thepolicyisintendedto alleviatepovertyandreducedisadvantage–meaningthatchildrenfrompoorfamiliesthat narrowlydonotqualifyorchoosenottoavailofFSMEarelikelytoexperiencegreater disadvantagethantheirFSMEclassmates(Perry,2010).Indeed,thisissueofFSMEpupilsnot gettingFSMasfamilies“tooproud”toapply,orpupilswithpassesnotusingthem“because theydon’twanttheirpeerstoseethatthey’reactuallygettingafreeschoolmeal” (2SecSLTCurricular)wasraisedbyprojectparticipants.

Finally,whereparticipantsdiscussedtherelevanceofgendertounderachievementintheir schoolsandcommunities,maledisadvantagewasdiscussedintermsofteenagelowselfesteemandwithdrawal:

2SecCommChurch“wefindthatthegirlsjustseemtobestreetsaheadof theboys.Andweseethatinchurchlife.Andallourorganizationsarejust brimmingwithenthusiastic,giftedgirlsjustbubblingoverwithpotential […],whowilljustcomeinandhaveconfidencetolearnnewthings.But thatconfidencejustdoesn'tseemtobepresentwithinmostofourboys”

2SecCommGovernor“Ithinkthere'sanissuewithself-esteem,linkedto self-confidencebecauseatprimaryschool,Icanseewhereboysandgirls areveryequal,they'llbothparticipateinsportsanddrama,andmusical events.AndoncetheygettoP7,andpostprimary,then[theboys]sortof withdraw,orit'sapeerpressureissueperhaps.”

Inonegroupinterview,communityleaderslinkedthisgenderachievementgaptotheissue ofrankingandcompetitionexploredin3.1:

3PrimCommGovernor“thatwas,youknow,amemberofstaff'sown childrensayingIwasthebestboyorIwasthesecondboyintheclass, whenhemighthavebeen8thintheclass,becausethereweresevengirls ahead,buthechoseeventotellhisparent,thatthat'swherehecamein [thetest].”

Thisisnottosuggestanycausallink,butrathertohighlightthatsomepupilsthemselves factorgenderintohowthey‘measureup’withintheirclassrooms,andfromanearlyage. Beyondtheestablishedstereotypeofinner-cityunderachievement,severalparticipants consideredrural,farmingcommunitiestorepresentaparticularchallenge:

2PrimSLTSENCO“weareinafarmingcommunity,andIthinkthatisa problem,wheretheydon'tseeeducationasbeingasimportant.”

2SecSLTVice-Principal“Idon'twanttobelittleanyofourfamilies.Butthere isaculturesadly,wheretheycomefromverysuccessfulfarming backgroundsandverysuccessfully,financiallyviablefarms.Andit'slike, well,Idon'tneedtoworryaboutschoolbecauseDaddywillleavemethe farm.”

3PrimCommGovernor(EA)“Iwouldsuggestthatinthisarea,andpossibly in,inmostruralareasofNorthernIreland,there'saparticularissuewith youngboysfromafarmingbackground,whomayfeelthattheirdestiny reallyistotakeoverthefamilyfarm.Whetherornottheyachieve,froman educationalpointofview,theyhaveaguaranteedwayoflifeandcareer setoutforthem.”

3PrimCommCouncillor“therewasastrong,andIthinkit'sonlygetting stronger,astronganti-academickindofmindset,especiallyamongrural fellas.”

4SecSLTPrincipal“Ihadameetinglastweekwithapupilandhisstepdad. Andthatwasthecommentthatcamebacktome,“Idon'tneedEnglish,I don'tneedmaths,Idriveatractor,sir.”Sothat'soneofthehuge challenges,challengeswehaveofaruralnature.”

SuchadiscoursecanbecomparedwiththeaccountsofProtestantcomplacencyabove, wheretheideathatafuturecareerpathwaslaidoutforwhichschooleducationwasn’t essentialisunderstoodtoreduceeducationalattainment.Whenthepupils’earlierfocuson theextrinsicvalueofeducationfor‘gettingagoodjob’isalsotakenintoconsideration,this perceptionofruralpupilsfocusingonfarmingovereducationforitsownsakeislogical.As oneruralprimaryprincipalputit:

2PrimSLTPrincipal“if[helpingrunthefarm]brings[farmingchildren] happiness,andthat'swhattheywanttodo,whoamItoturnaroundand go,that'sanylesserthanthenbeing,Isuppose,academic?

Inthatparticularcase,arangeofsuccessfulpost-primaryschooloptions(bothselectiveand non-selective)andthepopularityofthenon-selectivejuniorhighschoolroutewithinthe DicksonPlanareaisseentofurtherdiscourageanacademicfocus,comparedtoschoolsin otherareaswherethereisnoalternativetoacademicselectionat11:

2PrimSLTPrincipal“…wedon'tneedthismassivebigpushheretotheend inP7becausewedohaveotheroptions.Wehavetimetowait.[Inmy previous,townprimaryschool],themajorityofchildrenthrewthemselves attheAQE,[buthere]it'salllike,ach,maybewewill,maybewewon't,do youknow?Imean,cometheweekoftheBalmoralCountryShow,theywill alltaketheirtimeoff”

Nevertheless,pupils’farmingambitionswerebynomeansonlydiscussedbyparticipantsina uniquelynegativelightintermsofacademicattainment.Schoolandcommunityleaders pointedtotheraisedstandardsforentrytotheCAFREagriculturalcollegesasapowerful motivatorforaspiringfarmers:

2SecCommGovernor“…alotoftheboyswouldaspiretogotoGreenmount orLoughry,theagriculturalcolleges.Andtheyhaveraisedtheirentry requirementsconsiderablyoverthelastfewyearsandboysarerequiredto passEnglishandMathsandfiveGCSEswithregardtoentrytosomeof thosecourses.AndI'venoticedthatsomeoftheboysthatwerefriends withmydaughters,reallyoutperformed,theyworkedhard.”

2SecSLTPrin“…competitionisfierce,andnowGreenmountwillnotaccept ourstudentsunlesstheyhavefiveGCSEsofA*toC.Anditmustinclude Englishandmaths.Sothat'sabigdrivingforceforthoseyoungmenof ourswhoreallyaredriven.”

Asanaside,thediscoursehereishighlygenderedtowardsboys–howevertheonlypupil participantsthatexpressedadesiretoworkinagricultureinlaterlifeweretwofemalepupils from2Prim.

Theculturalstereotypesthatconditionourunderstandingsofsocialphenomena,including educationalunderachievementareoverlappingandoftencontradictory,andthissectionhas demonstratedhowthestereotypeofProtestant,working-classboysunderachievingisgrossly over-simplisticandissimplynotreflectedintheparticipatingschools.Rather,acomplexset oflocallycontextualisedgroupingsemergefromthedata,whichthemselvesshouldnotbe takentoapplyuniversally,buthighlightawidebutnon-exhaustiverangeofunderstandings ofunderachievementinrelationtocertainsocialgroups.

3.3Barrierstoachievement

Tofurtherunpacktheseunderstandingsofunderachievement,thissectionidentifieskey barrierstoachievement–specificexamplesofsituationswherepupilsarehinderedintheir academicprogress-discussedbyparticipantsinthestudy.Thepupilparticipantsdidn’t directlydiscussthesebarriers,thoughdiscussiondidarisearoundgeneralnegativeinfluences

beyondtheschoolgates;peerpressure,antisocialbehaviour,ordifficultfamilyrelationships thatcouldaffectapupil’smentalhealthandachievement.

AkeytopicofdiscussionamongstschoolandcommunityleaderswastheongoingCOVID crisis,anditseffectsonpupilprogress.Theoverridingimpressionwasoneofabsence,and resultingpupildisengagementandregression:

2GramSLTPrincipal“theEnglishdepartmenthasactuallytotallyrippedup whattheyintendedtodo,andgonebacktoactuallybasicthingslike sentencestructure,becausethechildrenjustlastyear,inlockdown,have really,reallyregressed.”

4PrimCommPTA(teacher)“Youcanseehowthosechildrenwhohavenot maybebeenasengagedonlineduringCOVID,alotofchildrenhavefound itdifficulttocomebackintotheclassroomwithanxiety”

4PrimCommGovernor“They're,there'slessandlessthere.[Pupilsare]not gettingtheschoolingatschoolandthey'renotengagingontheonline school,there'sagreaterachievementproblem.”

TheCOVIDcrisisputinplaceanumberofsignificantbarrierstolearning,themostbasicof whichhasbeenthelackofpupiltimeatschool,engagedinlearning.Forpupilswithoutaccess toreliableandsuitablelearningdevices,andasupportiveandsecurehomeenvironment,the effectsofthepandemiconacademicachievementarelikelytohavebeenparticularly detrimental(Purdy,Harris, etal.,2021).

Theshort-termimpactsofthepandemicarejuxtaposedintheinterviewdatawithawidely shareddiscourseaboutinter-generationalunderachievement.Thisidentifiedparents’and grandparents’ownlackofeducationalachievementasabarriertotheirchildren’ssuccessat school.Itwaslinkedtohigherratesoflong-termunemploymentandspecialeducational needsinparticularlydeprivedfamilies.

1SecSLTPrincipal“you'renotgoingtostickaroundifyoudon'tknowthe answer.Andthat'swhereintergenerationaldeprivationcomesin”

4SecCommCommunityWorker“There'salotofIfindalotofyoungpeople now,theyhavenoaspiration.ButIthinkthat'scomingfromthehome becausetheparentshavebeenlongtermunemployed.”

4GramCommPTA(parent)“there'scyclicaldeprivation,andIthinkthatit startsatthefoundationofwherethesechildrenarecomingfromandthe needsthattheyhaveathome...partof[parentaldisengagementfrom theirchild’seducation]isbecause,youknow,someoftheseparentshave notgoneontofurthertheireducationandhaven'tyouknow,theydon't, theydon'tfeelconnectedthemselves”

4SecSLTCurricular“thelackofaspiration,thelackofambition,it's generational”

Afinalbarriertoachievementforsomepupilsasidentifiedinoneschoolcontextistheform ofassessmentrequired.TeachersandcommunityleaderssingledoutassessmentforGCSE maths,wheregradesareawardedbasedsolelyonwrittenexams,asrepresentingasignificant disadvantagetolow-achievingpupils,andhighlightedhowtheretentionofalengthy examinationinthiscoresubjectstandsincontrasttootherGCSEsubjectswhichhavemoved toincludeotheralternativeandmoreaccessibleformsofassessment.Whilethediscussion relatedsolelytoonesubject,thediscussionhighlightstheimportanceofadopting appropriateformsofassessmentwhichdonotdisadvantageparticularpupils:

1SecSLTCurricular“Imean,fromamathsteacheraswella100%written examformypupilsisadisaster[…]whyarewenothelping,youknow,my pupilsgetthebestthattheycan,whycoulditnotbeaclasstest,orahalf anhourtest,ratherthanithastobeonehour,45minutes?Youknow, what'sthedifferenceinthatIhave[SEN]pupilswhocanshowtheirskills onasmallerscale,whyisthatworthlessthansomeonewhocanshow theirskillsforthreetimesthelengthoftime?”

1SecCommGovernor“we'retalkingaboutGCSEmaths[…]mathsisthe onlysubjectinthatthere'snocourseworkinvolvedinit,itseemstobethat thekidsthataredoingcoursework,andnotsittingdownonthatexam,are doingsomuchbetter[but]mathsistheonlythingthatsortofhasstayed likethat[…]Andtome,that'sfrighteningforthosekids,becausethey're notdoingitallthetimenoweither,butthesame,somekidsjustblankout wheneveritcomestoexams,youknow,whenif,ifyourwhole100%is basedonyourexam,youcouldendupwithabit,withabitofatrouble there.”

3.4Challengesforleadership

Significantpartsoftheschoolandcommunityleaders’interviewsfocusedonthenatureand challengesofprovidingleadershipwithineachschoolandcommunitycontext.Again,the immediatecontextoftheCOVID-19pandemicprovidedakeylocusforreflectionson communityengagement,communication,andleadershipstrategy.Overall,acommontheme wasthatexplicitlyengagingparentsintheirchildren’seducationwasapositivestep:

1SecCommGovernor“SothewholeCOVIDthing,Ithink,hashelpedawee bitwiththatconnectionbetweenparentsandschool.”

1SecCommGovernor(EA)“Isupposethatwewereallguiltyofcontracting outtheeducationofchildrentoschoolsandthepandemichasactually broughtitbackhomeagain,andhaskindofreinforcedtheroleof parents.”

2GramCommGovernor“Ithinkit'sasocietalproblemthatactually,parents havehandedthatresponsibilityofeducatingchildrenovertoteachers.[…] it'llbeinterestinginapostCOVIDworld,youknow,isthereagreater appreciationfromparentsbecausecertainlypre-COVIDIwouldhavesaid that[ifattheschool,apupilwas]notachievingtotheirfullpotential,the

blamewasputatthe,atthefeetoftheteachers.Andwhereas,inmany cases,actually,howmuchsupportweretheygettinginthehome?”

Furthermore,schoolleaderswerefindingthatonlinelessonsandmeetingsweremore effectiveincommunicatingdetailedinformation,suchastraining:

3PrimSLTSENCO“ThatisonethingthathascomeofCOVIDthatyoucan connectwith[otherteachersandparents]online,eventraining,itdoesn't alwayssuit,placesortimes.Buttobeabletohavethingspre-recorded thatyoucandipintoinyourowntime,isactuallyprobablyoneofthebig positives.”

3PrimSLTNumeracy“thevirtuallessonsthatwedidduringlockdownwere good.Youknowalotofparentsinoursurveysrespondedthattheynow understandphonicswheretheymaybepreviouslydidn'tunderstandit[…] wefeelthatbyteachingthechildrenwemayhavebeenalsoteachingthe parentsduringlockdown.Wehopewe'veimprovedtheliteracyskillsofour entireSlovakiancommunityduringlockdown”

Workingandengagingwithparentswascentraltoeveryparticipatingschool’seffortsto tackleunderachievement.Manyparticipantsmentionedtrainingforparents,innumerous guises:

2PrimSLTSENCO“we'veactuallytakenparentswithusontraining,and trainedthemupaswellatschoolexpense.”

3PrimSLTPrincipal“wetraintheparentsandallnewstaffeveryyearare trainedinrecognizingthesignsofdyslexia.Soreally,that'sour[focusin tackling]underachievement.”

2SecSLTCurricular“ifyouhavebuiltthatrelationship,parentsaremore willingtobehonest,you'remorewillingtobehonestwiththem.So hopefully,thatcanchangethemindsetthattheyhave.”

4SecSLTPrincipal“wehaveprovidedbeforecoursesforparentsthemselves, andliteracycourses,ICTcourses,numeracycourses,we'vetriedtodipin anddoasmuchaswecan.”

4PrimCommGovernor“Asaparent,[theschool]hasbeenverygoodat sendinghomeinformationaboutvariousparenteveningstocomealong, andlearnanewwayofdoing.Oneoftheonesthatranwas-allmyboys wentthroughit-waspairedreading.Sowewenttoaparentsevening,we weretaughthowtodoit.Wediditforsixweeks.Andthenwecameback toanotherparentsevening,toseeourchildrenreceivetheircertificates. Therewerenumeracyevenings,whereweweretaughtnewwaysof teachingnumeracy,thereweremathgamesevenings,howtodealwith behaviourissueswithinyourownfamily,anddifferentevenings,andthen Internetsafety.”

Alongsideformaltraining,schoolleadersoftenframedtheirapproachtoengagingparentsas informalandrelaxed,recognisingthatmanycouldbeintimidatedorputoffbytheschool environment:

“2PrimSLTSENCO“wemakequiteabigpushofgetting,youknow,theP1 parentsintothePTAattheverybeginning.Andthatsortofgivesthema socialsortofenvironmentwhereit'sinformal,andtheycanchatandthey gettoknow[theprincipal],andtheygettoknowus[teachers]anditfeels aweebitmorelikeateam.”

4SecSLTPrincipal“weconsultwithparentsalot.Ithinkthat'skey. Tomorrownight,we'rehaveour[weekly]zoommeetingwithparentsto touchbasetoseehowthingsaregoing.Wearealwaysconsultingwith parentssotheyfeelthatschoolisnotabarrier,comein,we'refriendly[…] Ithinkforthosehardtoreachparents,theylikethatmoredowntoearth chat,youknow?”

SharedEducationwasfrequentlydiscussed,asavaluablesourceofextrafunding,alocusfor trainingandanopportunitytoworkacrosscommunitylines.Theperceivedbenefitswere diverse,reflectingthelocalisedandspecialisednatureofSharedEducationprojects:

3PrimSLTSENCO“Ihavetosay,probablysomeofthebestworkwehave doneiswherewehavegotsharededucationfunding[which]hasvery muchfocusedonnumeracyinthelastweewhileforICT.”

4PrimCommSportsCoach“[SharedEducation]programmeswherewe're bringingschoolstogether,they’redefinitelyveryimportant.BecauseI thinksometimeswithinourownschool,orourownenvironment,youcan getboggeddownandbelievethatmaybeproblemsareforyourschoolor foryourclass.”

4PrimCommGovernor“asaparent,ifyourchildis,hisworkisbeing exhibited,orthey'redoingalittlepoemaboutwhatthey'vebeendoingon theirshareded,youaregoingtogotoseeit,you'regoingtowantto/so thatencouragesparentalinvolvement.IknowI'mjustspeakingthere abouttheshareded,butdefinitelyabigsuccess.”

NotwithstandingthisgenerallypositiveassessmentofSharedEducationinitiatives,interschoolcompetitionforenrolmentsaroseasalimitingfactorincommunitycollaboration withintheControlledsector.InreferencetothenewSharedEducationfacilitiesopening amongstthenearbyhighschools,whichmightaffectapplicantnumberstothegrammar school,oneintervieweeexplained:

4GramCommGovernor(EA)“Yes,there'slittleinternalissuesbetween schoolsandhowschoolsoperateintermsofensuringtheirfinancial viability[…]Butintermsofthewidercommunity,thereisaconsensus,at leastfromwhatIsee,thatwewillworktogetherwithotherschools,but alsothere'llbecertainthingswell,wehavetoprotectcertainaspectsfor thebettermentoftheschoolandforthebettermentofpupils”

Thethemeofcompetitionasabarriertocollaborationwascarriedthroughinschoolleaders’ discussionsofcollaborationandtraining.Severalparticipantsdescribedexternalschoolvisits andinter-schoolcollaborationinprofessionaldevelopmentasextremelyvaluableintheir ownpracticeasleaders,butindicatedthatlocalcompetitioncouldstandinthewayof effectivecollaboration:

4SecSLTPrincipal“Ithinkthereneedstobeanetworkofcollaboration acrossourschoolsectorthatallowsus[tolearnfromoneanother]andthe elephantintheroomiscompetition.Collaboratingwithmyneighbouring schoolwhoismaybecompetingfornumbers-althoughitshouldn'tbe aboutthat-canbecomeproblematic.”

4GramSLTPrincipal“Imean,schoolsareincompetitionwitheachother.So perhapsthepersonyouworkbestwithisnotyourlocalschool,itis somewherefartheraway.”

Severalparticipantsdescribedtravellingtovisitschools“upthemotorway”,or“jumpingona plane”tovisitschoolsinEngland,evengoingtoSanFrancisco“tolookintosupporting LGBTQ+pupils”(4SecSLTPastoral).Closertohome,severalalsopointedtobecominganETI assessorasasignificantelementinthedevelopmentoftheirprofessionalpractice:

4GramSLTPrincipal“thebest[professionaldevelopment]experienceI've hadintermsofschoolsisactuallyIamanassessorfortheETI.So,I'vehad theprivilegeofbeinginotherschools.AndI'vehadtheprivilegeofseeing whatotherschoolsdo.Andit'sverymuchschoolsworkingtogetherand havinganetworkofschools.”

2GramSLTPastoral“Iwasgiventheopportunitytoapplytobeanassociate assessorwiththeETI.AndIfoundthattremendous,becausethat'swhereI reallygotalotofimpetusanddirectionfromforlookingatteachingand learningintheschool”

Akeypillarofeveryschool’sapproachtotacklingunderachievement,andaparticular challengeforleadership,wastheprovisionofstrongpastoralcare.Withoutexception, principalsinvitedtheirpastoralleadsand/orSENCOstojointhemintheirgroupinterview.It wasclearfromtheinterviewdiscussionsthatpastoralleadershipwasnotsomething delegatedawayfromtheprincipal,butsharedandhighlyvaluedineachoftheschools.

2SecSLTVice-Principal“Ourpastoralrelationshipsarekey,becauseatthe endoftheday,youknow,we'veworkedhardfromtheminutetheyarrive, evenbeforetheyarrivedfromP7toreallybuildthisportfolioof understanding,wedon'tshyaway”

4SecSLTCurricular“weprideourselvesinknowingouryoungsters,and knowingmorethanwhat'sonthestandardizedtestscores,forexample, CATs,andwe'realwaysthinkingaboutthevalueadded,whatmorecanwe addtothatchild'seducationalexperience.”

4SecSLTPrincipal“Whatwe’vetriedtodo,overthelastnumberofyearsis mergepastoralwithcurriculum,sothey'renotseenastwototallydifferent siloswheretheyworkinseparation.Ourpastoralheadsofyear,most definitelylookatbehaviour,butalsolookatunderachievementand achievement.”

2GramSLTPastoral“wewouldhaveatthecentreofourschoolanethos reallythat,Isuppose,runsthroughit.Andit'sbasicallyknownpersonally, caredforindividually.AndIthinkthat'sabsolutelyvitalinthereaswell. Thatidea,right,thisteacherisinterestedinme,Iwillrespondtothem. Andthat'ssomethingthatwehavepushedthroughouttheyears,that, thatpersonalinterestinthemfromanacademicandfromapastoral viewpoint”

Thevalueplacedonpastoralcarebyschoolleaderswasreflectedinthecommunity interviews:

4GramCommLocalCharity“Ihavenothingbutthegreatestrespectforthe school,Idothinktheirpastoralcareisexcellent.Ithinkschoolsareputting moreandmoreemphasisintoitbecausetheyseethestatisticstoseehow manyyoungpeopleareincrisis”

2GramCommBoGChair“OneofthebigstrengthsoftheschoolIfeelisthe factthatithasaverygoodpastoralsystem.Staffarewellinvolved,well informed,andthereisagoodfollowup.”

4GramCommPTA(parent)“weallwantourchildrentoachieve.Butifthese kidsarenotconnectedandsupportedpastorally,they'renotgoingto achievethegradesorwherevertheywantto[achieve]”

4GramCommGovernor“mysonduringsixthyeardecidedthathedoesn't wanttoworkanymore.Ithinkhewasmoreconcernedaboutagirlfriend atthetime.Andeffectively,Icouldseehowthepastoralcarekickedinso well,intermsoftryingtogethimbackontrack[…]hestilllooksbackand saysyouknow,thatsupportthathegotatthetimewassohelpful.”

Oneofthenon-selectivepost-primaryschools(2Sec)andoneofthegrammarschools (4Gram)mentionedrecentlychangingtheirschool’spastoralstructurestohavecontinuityof HeadofYearandformtutorsthroughouttheschoolcareerofagivencohortinorderto prioritiseteacher-pupilrelationshipsandstrengthenpastoralcare.Theimplicationasthat thisapproachhadbeeneffectivesofar,butthiswasnotexplicitlystated.

3.5Communitysupport

Animportantareaofdiscussionrelatedtothewaysinwhichmembersofthecommunity beyondthehomeandbeyondtheschoolgateswereactiveinsupportingtheworkofthe schoolandthelearningofpupils.Whenaskedtothinkofsignificantadultsoutsideschooland familythathelpthemwiththeirlearning,severalpupilsmentionedhavingprivatetutors. Thesewerepupilsattendinggrammarschools,orhopingtoattendandpreparingforthe transfertests:

2PrimPup3“MytutorthathelpsmeseeanAQEquestionofthisstuffthat [myteacher]hassenthomeandIdon'treallyunderstandit,mytutorwill gooveritandhelpmewiththat.”

2GramPup3“AtGCSElevelIhadamathstutorwholikewantedmetoget thegradethatmymumwantedmetoget.”

4GramPup3“IhadatutorforPhysics.Andevennowwe'redonetheexams andstuff,shestillmessagesmeandasksbecausewehavestartedA2 now.”

Sportingandartisticpursuitsoutsideofschoolalsorepresentedsignificantvectorsof communitysupportforeducation,andindividualcoachesandteacherswerecommonlycited bypupilsassignificantmentorsoutsidetheirschoolsandfamilies:

2SecPup1“Well,mycoach[ataclubinanothertown],ifIstrugglewith somethinglikesay,forexample,IwanttodoPEwithmusclegroups[he] sortofhelpedmeandshowedmebecausehestudiedit,andaswellas that,likeifI'm,ifthere'ssomethinginthebackofmyheadthatI'dbe anxiousorworriedaboutthathe'dsortof,youknow,he'seasytotalkto andhe'sverysupportive.”

4SecPup3“IfeelIcanask[mydanceteacher]anyquestionsifIhaveany […]There'sbeenacoupleoftimeswithEnglishquestions[whenI] rememberaskingforhelp.”

4GramPup1“Well,Imean,indirectly,throughextracurricularactivities, coaches,likeIgoto[arunningclub],likemycoachwouldstillaskhow school'sdoing.Andobviously,hehelpsmentalhealth-wise.Liketohelp, thatallcontributestoagoodexamperformance”

4GramPup2“mydramateacheroutsideofschoolwouldbeveryinvolved, like,I'veachievedmygrade8indrama.Andshehelpedmethroughthat. Andthatalso,like,indirectlyhelpedwithEnglishinschoolaswell”

Communityandschoolleaderssimilarlypointedtocommunitysportsorganisationsas significantsourcesofsupportforeducation,withaparticularimportanceforpupilsstruggling withschool:

4GramSLTPrincipal“someoftheboysthatIcanthinkofwhowereat dangerofunderachievingwererugbyboys.Andwegottheminvolvedas leadersandrolemodelswiththejuniors.Weran,itwasactuallyovera weekend,aprogramforthemasleaders.Theirachievementwas unbelievable.AndIcanthinkofone,duringtheyearandheendedupwith gradesweneverthoughthewouldhavegotbecauseitjustallclicked.So thatidea,thesportinourschoolforourchildren,andtheextracurricularis vitaltotheacademic.”

2SecCommGovernor“Ondrillingandthediscipline,Ithinkthefootballhas madeabiginfluence.There'sabrandnew3gpitchin[thehighschool],

andtheyhaveteamsrangingfromprimaryrightupto18years.[…] Openingthegatessothatotherprimaryschoolscancomeinandusethe facilitiesmeanstheoutreachisphenomenal”

3PrimSLTPrincipal“wecurrentlyhaveanIFAcoach,[which]wegot throughsharededucationandnowwehaveitjustsolelyonourown,and it'sbrilliant,wehaveabrilliantcoachwhocomesinandteachesphysical literacyskillsonceaweekatthemoment”

Severalpupils,allfemale,identifiedtheirchurchcommunityasasourceofsupportfortheir education,inwaysrangingfromtheverybroadtothespecific:

2PrimPup2“[Atchurch]yougettolikelearnaboutGodandyougettolike practiseyourwriting.AndyougetlikelittlebookletsaboutlikeGodand everythinglikethat.AndithelpswithyourRE”

4SecPup2“[Peopleatchurch]helpmeunderstandmorethingsaboutlife”

2GramPup2“there'saladyatmychurchandshewasanartteacherata differentschool.Andshebroughtmearoundtoherhouseafewtimesto like,showmedifferenttechniquesandstuffIcouldusetohelpfurthermy artknowledge”

Adults’discussionsoftheplaceofthechurchinsupportingeducationweremorevaried.For some,theinvolvementofthechurchinthelifeoftheschoolandinyouthserviceswas somethingundesirable:

4GramSLTPrincipal“theminutethatyoubringonepersoninfromone church,you'llhaveoffendedsomeoneelse[…]Soyeah,wedon'tfeelthe needtobringchurchesin.”

4SecCommBusinessperson“Whenyou'regivingsomething,youshouldbe givingitunconditionally.Unfortunatelyorfortunately-andfairplayto them,toacertainextent,forbeingthere-themainplaces,youwillfind, areChristianbasedtogethelpfordrugabuseandwhathaveyou.But unfortunately,it'snotunconditional.”

4SecCommCommunityWorker“youngpeoplewon'tlistento,youknow, thechurch,theydon'tgotochurch,they'renotinterestedinit”

Forothers,thechurchrepresentedakeysourceofvolunteersandextrafundingtosupport schoolandcommunityactivities:

4PrimCommFamilyCentre“Thechurchesareagreatsourceofvolunteers foronething[…]ifthereareinitiativesgoingon,whereit'sbodiesthatare needed,whetherthat'sformentoring,orareadingclub,orahomework club,youknow,theywouldhavethat,thatkindofbackgroundof volunteersthatI'msurewouldbehappytocomeinandhelpaswell.Andit doesgiveyouthenitgivesyouthosenumbersthatyouneedtobeableto impactmorechildren.”

2SecCommChurch“Andasfaras,youknow,helpingtosupporttheschool financially,anythingtheschoolruns,thePTAruns,aschurches,weare 100%behindit[…]sometimeswehavecertainlymadedonationsto schoolsandtobeaspartoftheirbudget.Weareinquiteanunder privilegedordeprivedarea,somoneyisaconstantheadache.”

4GramCommLocalCharity“Isuppose[churches]coulddomoresocial intervention.Imean,thebigthingamongstallthe,asIwouldcallthem, thesortof‘homechurches’thathavesprungupthroughoutNorthern Ireland[…],alotoftheiremphasisisonsocialcareforthepeoplewho attendthechurchandthepeopleintheircommunity[...]Theyreachoutto theircommunityandtheyareassistinginallsortsofways,beitin education,beitinprovisionoffoodandservices,advice[…]Ithinkthe problemis,someProtestantchurcheshavebeenfartoostuffyforyears. Andthey'renotpreparedtodiptheirtoeinthewaterandgoandactually servethecommunityratherthanbetheretowaitforthepeopletocome tothem.”

Thecommonthreadbetweentheseexamplesistheemphasisonchurchesserving unconditionally,givingwithoutexpectinganyinfluenceorbenefitsinreturn.Navigatingsuch abalanceclearlyrepresentsachallengeforchurchandschoolleadership,butchurchleaders participatinginthecommunityinterviewsexpressedbothanappreciationofthisbalanceand awillingnesstosearchoutappropriatewaystosupporttheworkoftheirlocalschools:

2SecCommChurch“Ifwethoughtthattherewasaplaceoranichefor churchestobe,youknow,havinglikeabreakfastclub[…]obviouslythose thingshavetobesetupandrunextremelytransparentlyandcarefully. Andbutifwethoughtthattherewasaplaceforthatkindofministry,we wouldlookveryseriouslyatthat”

2SecCommChurch“[Itisimportantforchurchleaders]todemonstratehow engagedwearewithschool,andthatwecareabouttheschool.Soreally everyopportunitytheschooloffersus,soImeanforministers,for example,that,youknow,involvesassemblies,andthere,Isupposewe madeconnections.Andwe'vemadesomereallygoodconnectionswith familieswhohavebeenincrisis,simplybecauseamemberofthefamily recognizedmyfaceandgotintouchforfoodparcels.Sothereiscertainly presence:beingseenandvisible.We’reateveryschooleventaswell, whetherit'stheirChristmaseventsandthings,justthatwe’retherethat we'reseen.”

4GramCommPTA(parent)“theschoolhasdone,inmyopinion,agreatjob ofsupportingchildrenwhenthey'reintheschool.Butalotoftheissues arecomingfromtheirneedsandthecomplexsituationsathomeandit's, it's,it'saddressingthoseissuesandsupportingtheparentsandsupporting thechild[thatthechurchcouldcontributeto].

3PrimCommChurch“[asministers]wewilldowhatwecando,tosupport andencouragechildrentoengagewitheducation,andalsotohelp

childrenunderstandthesignificanceofeducationandtheimpactthatit has-notjustonwhetheryoupasstestsornot,buthowyoucanthen contributetothewiderlifeofsocietyandhowthatcanhelpyouandyour feelingsofself-worthandconnectionandmaturity”

Beyondtheroleofthechurches,communityfundraisingwaswidelyreportedbyinterview participants,particularlyamongstlocalbusinesses:

4GramSLTPastoral“Intermsofrewardsprograms,businessesarevery supportiveintermsoffundingandsoon,forourrewardsprogram.”

OtherexamplesincludedbusinessesandparentsdonatingapolytunnelandPEequipmentat oneofthenon-selectivepost-primaryschools(2Sec),counsellingforstudentsatoneofthe grammarschools(4Gram),businessesdonatingstockforfashionshowsandsportsdaysat oneoftheprimaryschools(4Prim)andbusinessesandchurchesdonatinglaptopsatduring lockdowninanotherofthethenon-selectivepost-primaryschools(1Sec).Theseexamplesof tangiblesupportwereraisedbyschoolleadersasvitalelementsinthelifeandoperationof theschool,withoutwhichtheschoolbudgetwouldbeinsufficienttoprovideaquality education.

Athirdkeycategoryofcommunityorganisationsworkingwithschoolstohelptackle educationalunderachievement,particularlyamongstProtestantboys,includedlocalOrange OrderlodgesandLoyalistBands:

2SecCommGovernor”theOrangeOrdergotfundingforadditionalsupport inMathsandEnglishinthearea.AndIhavenephewswhowereableto participateinthat.Andthatgavethemmoreconfidencewhenitcameto GCSEsandpreparingforexaminations,forexample.”

2SecSLTVice-Principal“Thelocalorangeordersin[town]pre-COVIDwere abletosecurefundingandofferbasicallyextraEnglishandMathstuition topeoplewhowereinterested,obviouslyfamilieswithaffiliatedlinks, whetheritwasthroughparents,youknow,theirfathersorgrandfathers, whatever.Andthatwasn'tseenthatthatschoolwasn'tdoingenough.If anything,itwasseenthatthisisextraontopofwhatyouarereceivingin school.AndIknowfromwhatI'veheardthat,youknow,thatwaswell supported,wellattended,parentslikedit.And[itallowed]thechildren,the youngmenparticularly,totakewhatevertheyhadlearnedhere,ifthere wasmaybesomethingtheywerestrugglingwith,orwhatever,andspend alittlebitofextratimeateveningtimetogooverthat.Andthatwasall basedinalocalhallherein[town].”

4SecCommCouncillor“They'reinbands,theirloyalistbands,theyidentify withbands,quitehappytoputabanduniformon,dressextremelywell. GooutonaFridaynight,onaSaturdaynight,andbehaveextremelywell. ThentheycomeintoschoolonaMondaymorningwiththeirtiedownand youknow,almosttheopposite[…]Therewasmaybeaboutadozenof themsigneduptodoextrawork,towardsthemathsandtheGCSE[…]the

tutorswentoutintothebandhallsduringtheirbandpractices.Andthat's wheretheydidit,becausetheyweren'tcomfortableintheschoolsetting […]AndasfarasIknow,there'sagoodnumberofthemyoungfellows wheretheirgradeshavegoneup.Orthey'reatleast,wherethey're headingintherightdirection.”

2GramCommMusicTeacher“[What]comestomindismyprevious experiencein[another]highschool,whichmusicallywasquiteatough schooltobeamusicteacher,then,youknow,itwashardtogetthepupils inandgetthemfocused,youknow,playingaguitarfromweektoweek, thatwasdifficult.Buttheyhadahugeamountoffluteplayersand drummersthatwouldneverleavethemusicdepartment.Theywerethe noisiestbunchof“hallions”Ihaveeverseeninmylife.Buttheywereinthe musicdepartment,theyweremaking,theyweremakingmusic,andthey werehappy.Andtheyweren’t,youknow,nippingoffoutofschooldoing whatevertheydidatbreaktimeandlunchtime”

TheseexamplesdemonstrateadisparaterangeofwaysthatLoyalistcommunity organisationsmighthaveapositiveimpactontheeducationofProtestantboys,byharnessing aninterestbeyondtheschoolcurriculumandprovidingspacesforlearningoutsidetheschool context.Insomeoftheseexamples,theschoolwasanactivepartner,inothersitwasnot, butremainedinformedandsupportiveofwhatwasbeingdone.Alloftheaboveexamples refertonon-selectivepost-primaryschools,includingthatofagrammarschoolcommunity leader,suggestingarealorimaginedequivalencebetweenthepupilsofnon-selectiveschools andthoseinvolvedinLoyalistorganisations.

Acrossalltheareasofcommunityengagementdiscussedabove,thereisadiscernible differencebetweentheprimaryschoolsandnon-selectivepost-primaryschools,where catchmentareasaresmaller,andthetwogrammarschools,whichdrawpupilsfrommuch furtherafield.Overall,communityrelationshipsappearmoreconcreteintheprimaryand non-selectivepost-primaryschools,basedonrelationshipsofneed,geographicalproximity, andstrongpersonalrelationships.Onegrammarprincipalexplained:

2GramSLTPrincipal“Iftruthbeknown,we'reonourown.That'sthehonest truth.Wehavehugehelpandsupportintermsofourextraandcocurriculardimension.Andwegrewthat,andwehavetogrowthat,andwe maketheeffort.EAdolittleornothingtohelp[ourschool].Andoverthe yearshavedonelittleornothingtohelpus.Likewise,anyoftheexternal statutoryagenciesdolittleornothingtohelpus.Intermsofhelpfromthe community,wedon'thavethatsamelinkfor,forexample,alocalGAA clubcomingindoinghomeworkclub,andallofthatstuff,doesn'thappen. Sothere'snoinvolvement,wehavenotransferreps,wehavelimited involvementornoinvolvementfromthechurch.Andthat'sthesamein everyschoolI'vetaughtin,bytheway,everyschoolI'vetaughtin,whether itbeintheControlledsector,ordifferentsectors,theschoolsthatIlookon withenvyaretheCatholicsector,wherethereismuch,muchgreater emphasisfromthecommunitytosupporttheschoolineverythingtheydo, andtobacktheschoolineverythingtheydo.”

Theabovequotearticulatesaperceptionsharedbyotherschoolleaders:that,comparedwith theCatholic-maintainedsector,schoolsintheControlledsectorlackedwidercommunity supportandthatthishadbeenthecaseformanyyears.Notwithstandingtheaboveevidence ofcommunitysupportandpartnerships,therefore,theremaystillbevalueinlearningfrom thesuccessofcertainCatholic-maintainedschoolsinthisarea.

3.6Areasforchange

Thisfinalsectionoffindingsgoesbeyondtheoriginalstatedobjectivesoftheresearchto reportthekeyareasforchangeasreportedbyschoolandcommunityleadersthroughoutthe groupinterviews.Theseincludechangesthatindividualschoolsarecurrentlymaking,and emergingneedsthatwillrequiresector-wideresponses.

Leadershiptrainingcameupfrequentlyintheinterviewdiscussionswithschoolleaders.Most feltthattheyhadprimarilylearnedtheskillsrequiredforschoolleadershipatbothmiddle andseniorlevel‘onthejob’,andalthoughmanyhadcompletedthePQH(Professional QualificationforHeadship),feltthatthemodel,nowsuspendedandunderreview,wasnot fitforpurpose:

4GramSLTPrincipal“Butasregardstotraining,trainingasaleader...Yeah, I'vedonemyPQH,that'sallI'llsayaboutit”

1SecSLTVice-Principal“itjustseemedthatveryfewpeopleevergotonto theseniorleadershipcourse.AndthenitwentstraightontothePQH.You know,thisis,everybodyseemedtohaveaPQH.Youknow,IdidaNPQSL [NationalProfessionalQualification:SeniorLeadership].Butthereseems tobearealdearthofleadershipcoursesoutthereatthemoment.”

2GramSLTPrincipal“Whatneedstohappenistrainingprogrammes throughmiddleleadership,seniorleadershiptolearnthejob.Sonotthe PQHmodel,butalmostseeifyouhaveVPs,orseniorteacherswhoaspire tobeahead,payforthemtocomeoutforsixmonths,andbeplacedina schooltolearnleadershiptolearnthejourney.”

Networkingandcollaborationbetweenschoolswasidentifiedasakeyareaforthe developmentofleadershipcapabilities,particularlyinareasofpracticalapplicationaround tacklingunderachievement:

2SecSLTPrincipal“Youknow,whenyouwhenyoudoyourfirst-time principals’courses,there'sneveranythingtodowithunderachievement […]That'ssomethingthatwouldbeuseful.WhatIfindusefulissharing goodpracticeamongotherprincipals.So,iftherewassomeformat,that canbedone,youknow,we'vegonethroughthisprocessinourschool,this iswhatwedid.Thisishowit'sworkedforus.Andwecouldsharethatin sortofthoseprincipalforums.”

4SecSLTPrincipal“Ithinkthatiftherewasanetworkofschools[acrossour schoolsector]wherewecouldcollaboratetogetherandlookatbest

practiceandwhat[workswelland]whatdoesn'twork,thatwouldbe reallybeneficial.”

2SecSLTVice-Principal“iftherewaseveraplacetonetworkandmeet people,notonlyinapostprimarysetting,butobviouslyfromallthekind ofcategoriesandsectorsIlovedaTuesdaynightinStranmillis[during taughtMaster’sprogramme]”

TheneedforalternativeleadershiptrainingopportunitiestothePQH,whichwerebroad enoughtonetworkandattracteducationprofessionalsfromarangeofbackgroundsand settings,clearlyemergesfromtheseexamplesasanareaforchange.

Anothercommonareaofdiscussionrelatedtotestinganddata-leddecision-makingin education.Schoolleadersoftenexpressedfrustrationatthecostoftestingprovidedby privatecompanies,andthelackofstandardisationthatcamewiththem.Severalsuggested standardisedKeyStage2assessment,administeredand/orpaidforbytheDepartmentof Education,asamorereliableandlesscostlyoptionthanthecurrentsystem:

2PrimSLTPrincipal“ifprimaryschoolsweretalkedtoearlier,andthe primaryschoolshadtestinginpositionfromP4,usingaNorthernIreland basedtest,andwedidn'thavetospend[thousandsofpoundsfromour schoolbudget]-ifwewereabletohavehadtestedthosechildren,fromP4 toP7,consistentforregulatedtestswithoutsidetesterscominginto schools,whatapicturewewouldhavenowforthosechildrenthatwere leavingP7,incomparisontotheamountofmoneythatwehadspentover thenumberofyears…andwestillcouldn'tstandover[datafromprivate assessmentcompanies].Youstillcan'tstandoverthat.Becauseit'snot fair.It'snotconsistent.Andit'snotdoneinthesameapproach.Ifyouwant totrackunderachievementandyouwanttotrackeducational achievement,howyoudothat?Whenthere'ssomanydifferenttests, ideasofwhatiswhatisright,whatiswrong?”

3PrimSLTPrincipal“wespendover£5000everyyearonthesetests,soit'sa considerableamountofmoney.Imean,thatwouldpayforaclassroom assistantforatermsupportingachild.ButwhentheETIcomeout,they wanttoseedataandtheywanttoseewhatwe'redoingwiththedata[…] Itisareallygoodresource,butitisveryexpensive.Anditwouldbegreatif somebodyelsecouldprovideitfreeofcharge,itwouldbewonderful[…] Don'taskthemtoproduceit,justaskthemtopayforit,it'salreadythere.”

Allpost-primaryschoolstestedincomingpupils,alwayswithCognitiveAbilityTests(CATs)and oftenothertests,toestablishabaselineratherthanrelyingonthedatagiventothemby primaryschools.Theperceptionofunreliabilityappearedprimarilytobeduetotheabilityof schoolstotestthesamepupilsmultipletimesusingthesametest,thusproducingscoresthat didnotconsistentlyreflectthepupils’learning.Thisyear8baselineservedtwomain purposes:firstlytoidentifypotentialunderachieversandputinplacenecessarypastoraland pedagogicalsupportfromthestart,andsecondlytoidentifytheschool’svalue-added.

1SecSLTPrincipal“When[pupils]comeinyear8,wecarryoutourown testing.Weneedtohaveitbecauseit'swheretheyareatthatpointin time.Butalso,it'sourowndata,andthere'snothinginfluencingit,let's say.”

1SecSLTVice-Principal“Butwehavetodoit,wehavetofindthemoney [forprivatetesting].That'sthething,wehavetohavethebaselineof whenevertheycomeintoourschool,nomatterwhat.Andalso,thething is,[youneedtobesurethereis]progressandvalueadded.”

2GramSLTPrincipal“SowhatyouwillfindisIwillgoouttoprimaryschools asallofourseniorteamgooutandvisitandIwillhave,aprimaryschool literallysaidtome,whatdoyouwantthelevelstobe?Isaid,“No,you havedonetheassessment?”“No,no,whatdoyouwantthemtobe,we'll makethemwhateveryouwantthemtobe.”So,youdonothavethis objectivestandardizedassessment.”

4GramSLTPrincipal“WedothoseCATtestsagaininyear10.Andwedo ourPTMandPTEsagaininyear9sothatforthemathsandEnglish department,welooktoseewhatvaluewe'veaddedtothechildren.”

Giventhewidespreaddissatisfactionwiththecostofprivateexternaltestingshoulderedby individualschools,andtheperceptionthatattainmentdatasuppliedorsharedbyother (primary)schoolswasnotreliable,participatingschoolleadersareclearlysuggestingthatthis isanareaforchange.Anon-intensivesystemofstandardisedexternal(DE-funded)testing,at theendofKS2attheveryleast,wouldalleviatepressureonschoolbudgetsandallowfor morestandardisedtrackingofpupilprogress,schools’value-added,thereforebetter equippingschoolleaderstoidentifycasesofunderachievementandinterveneearly.

Atamoreschool-specificlevel,twopost-primaries(2Secand4Sec)reportedhavingrecently movedfromanestablishedsystemofstreamingtomixed-abilityclasses,andadvocatedthis asameansofovercomingthenotionofthe‘bottomset’whichtheyfeltexacerbated disadvantageandunderachievement:

2SecSLTCurricular“Butwewerefindingthatthosetwoclassesatthe bottom[hadpoor]behaviour,andweren'tbeingstretchedasmuchasthey shouldbe.Sotheaimwastospreadthatacrossschoolwithinallofthe classessothatyouweren'thavingthisclassthatwasbeingplacedasan underachievingclass,itwasaclassthatthebehaviourwasawful,nobody wantedtoteach.Andweactuallyhavefoundthattherehasbeena massiveimprovementintermsofbehaviouracrossschool,andaswellas achievement[…]we'refindingthatattainmenthasimproved,and particularlywithsomeofourSENchildren.”

4SecSLTPrincipal“Howwestructureourcurriculumnowistotallydifferent. Youknow,streamingwasabigthing.Andstreamingactuallyenhances disadvantage,becauseevidencewouldsuggestthatifyoustarttostream kids,thosekidswhoareonfreeschoolmealsgenerallyendupinyour bottomclasses,sowechangedaroundthiswholething,andwewentfor

mixedability[…].It'sbeenahugechallengeforourstaff,it'sbeen welcomedbyparents.”

Althoughitwilltaketimeforthesesystemstobecomeestablished,andthepandemic disruptionhasmadeevaluationsofthesechangesdifficulttoachieve,theparticipatingschool leaderswereconfidentthattheywerehavingpositiveeffects,bothacademicallyand pastorally.

4Discussion

Thisqualitativestudysetouttogainamorenuancedunderstandingofeducational underachievementandhowitisbeingaddressedinarangeofControlledschoolsacross NorthernIrelandin2021.Thestudyaimedtogo‘beyondthestereotype’ofthealreadywell documentedincidenceofeducationalunderachievementininner-cityBelfastand Derry/Londonderry(e.g.Leitch,Hughes, etal.,2017)andtocastthenetwidertoprovidea broaderandmorerepresentativepictureofhowthiscomplexandmulti-faceted phenomenonisbeingexperiencedandaddressedinNorthernIreland.

Asexpected,theresearchhashighlightedthehighlycontextualisednatureofeducational underachievementinNorthernIreland.Whileitisacknowledgedthattheveryterm ‘educationalunderachievement’isan‘imperfectdescriptor’(GorardandSmith,2004),the termiswidelyusedingovernmentpolicyinNorthernIrelandandisafamiliarterminwider society,includingamongschoolandcommunityleaders.

4.1Identifying‘underachievement’

However,thisstudyhashighlightedthatunderstandingsofthetermacrossschoolsand communitiescanbeveryvaried.Inparticularpupils’understandingofeducational achievementrelatedlargely(thoughnotexclusively)tosuccessinexternalassessmentsuch asGCSEandA-levelexaminations,andinsucceedingmorethanothersintheirpeergroup (e.g.cominghighestintheclassinEnglish).Onlyoneschoolprovidedaclearexceptiontothis wheretheyear13pupilsspokeofindividualtargetgradesestablishedonthebasisofCAT scoresandpriorattainment.Educationalachievementwasperceivedbypupilsasarouteto furtherorhighereducationanda“goodjob”,leadingtoanemphasisonanextrinsicrather thanintrinsicmotivationtolearn.Noone,forinstance,spokeofthejoyoflearningforitsown intrinsicvalue.Whereapupilunderachieved,thiswasattributedtoalackofindividualeffort throughnotlisteningtotheteacherornotrevisingadequatelybeforeanexamination. Thisnarrowinterpretationofeducational(under)achievementwithitsfocusongradesand inter-peercompetitioncontrastssharplywiththemuchbroaderperspectivessharedbymany schoolandcommunityleadersinthestudy,whoplacedgreatervalueonawiderrangeof skillsandabilities,pupils’mentalandphysicalhealth,self-confidence,happinessand willingnesstolearn.Itisclear,moreover,thatsuchbroaderskillsarevaluedbylocal employers.Manyacknowledgedthatthecurrenteducationsystemwastooheavilyfocused onacademicsuccess(“It’snotallaboutthatuniversitydirection”)andthatthecurrent‘one sizefitsall’modelofassessmentdisadvantagedmanylessacademicchildrenleadingto disengagement,especiallyamongpost-primaryboysforwhomthecurriculumoftenlacked relevance.

NorisitcorrecttoassumethateducationalunderachievementandFreeSchoolMeal entitlement(FSME)arenecessarilysynonymous,despitemanyrecentreportswhichhave underlinedstrongcorrelationsataNorthernIrelandsystemlevel(e.g.Demie,2021).The schoolleadersinthisstudyreportedlittleornodifferencesbetweentheachievementof pupilswithorwithoutFSME,whichsoundsausefulnoteofcautionaboutovergeneralising andperhapsraisesimportantquestionsabouttheappropriatenessandvalidityofFSMEasa proxymeasureofsocialdisadvantageineducationalcontexts.Whilethissmallstudyinvolving

8schoolsin4areasacrossNorthernIrelandcannotbeseentoberepresentative,itdoesreemphasisesomeofthemisgivingsexpressedbyPerry(2010)andconfirmstheimportanceof athoroughreviewoftheFSMEmeasure,asrecommendedbytheExpertPanelonEducational UnderachievementinNorthernIreland(Purdy,Logue, etal.,2021).

Therewereparticulareducationalchallengesidentifiedinruralcommunitieswhichhavenot beenreportedextensivelytodateinpreviousstudies.Manyoftheschoolsinthisstudywere locatedinsmalltownsbutdrewmanyoftheirpupilsfromsurroundingruralareasand farmingcommunities.Someschoolleadersspokeofthedifficultyinmotivatingyoungboys toworkhardtowardsGCSEs(“Idon’tneedEnglish,Idon’tneedmaths,Idriveatractor,sir”). Theyalsospokeofhowintergenerationaleducationaldisadvantageandlackofeducational aspiration,sooftenassociatedwithinner-cityworking-classcontexts,wasalsoastrong featureofmanyruralfarmingcommunities.Whilethereweresomepositiveaccountsof pupilsbeingmotivatedtoachievetheentryrequirementsforagriculturalcollege(CAFRE), oftenitappearedthataready-madepathto“takeoverthefamilyfarm”discouraged academicengagementinanacademiccurriculumwhichborelittlerelevancetotheirchosen career.Goingforward,thereisaneedformoreresearchintothislargelyunexploredrural dimensionofeducationalunderachievement,examiningfurtherthenatureandextentofthe problemandidentifyingeffectivestrategiestoaddressit.

4.2Disconnectincurriculumandassessment

Oneoftheclearestmessagestoemergefromthestudywasthatschoolshadbeenleftlargely totheirowndevicesintermsofprofessionaldevelopmentopportunitiesandinrelationto sourcingstandardisedtestsofferedbyprivatecompaniesintheabsenceofDE-sponsored tests.Asaresult,schoolleadersreportedthattheywereoftenreliantonbuyingintheirown professionaldevelopmentandtheirowntests,furtherstretchingalreadytightschool budgets.ThisstudylendssupporttoexistingcallsforDEtourgentlycommissionCCEAto progressthedevelopmentofdiagnosticassessmenttoolsforuseinallschools,whichwould relievebudgetarypressuresonschools,andprovideconsistencyofdata,thelackofwhich wassorelyfeltinthe2020-21academicyearfollowingthepostponementandeventual cancellationofthepost-primarytransfertests.Thismightalsoremovetheneedforpostprimaryschoolstotestpupilsonarrivalinyear8,preciselybecause(asreportedinthisstudy) theycannotrelyonthevalidityofthetestscoressharedwiththembytheirfeederprimary schools.Forpost-primaryschoolstorequireyear8pupilstositCATtestsonarrivalinpostprimaryschools(oftenontheirveryfirstday)highlightsanotheralarmingfailureofthe currenteducationsystem,andonlyservestoembedtheimpressionamongpupilsthatpostprimaryschoolingisabouttestsandscores.Whatisurgentlyneededisasingle,governmentfunded,standardisedsuiteoftestsprovidingconsistentandreliablediagnosticdata,which shouldbeusedtoidentifyindividualneedsandsupportfuturelearning.

Inmanyways,thisstudyraisesimportantandfundamentalquestionsaboutthepurposeof educationandabouthowwemeasuresuccess.Thestudyhashighlightedthatwhileschool, communityandbusinessleadersgenerallyseeabroadspectrumofabilitiesandroutesto successinlifeandinwork,thereisasignificantdisconnectbetweensuchaperspectiveand thenarrowgrades-focusedinterpretationbythemajorityofthechildrenandyoungpeople whoparticipatedinthestudy.Thisstrongfocusonexaminationgradesisarguablyinevitable,

giventhehighlycompetitivecultureofeducationinNorthernIrelandwhere,intheabsence ofbroadermeasuresofachievement,schoolsandindividualpupilsarecomparedlargelyasa resultofsuccessinexternalGCSE/A-level(orequivalent)assessments,andwherethereis suchalevelofcompetitionbetweenneighbouringschoolsthatdiscouragesgenuine collaborationandthesharingofideasandexpertise.

Atafundamentalpolicylevel,thisstudythusraisesimportantquestionsaboutthe(currently limited)extenttowhichthestatedobjectivesoftheNorthernIrelandCurriculumtranslate intothelivedexperiencesofchildrenandyoungpeople.Whilethecurriculumaims“to empoweryoungpeopletodeveloptheirpotentialandtomakeinformedandresponsible choicesanddecisionsthroughouttheirlives”(CCEA,2007:4),toooftenchildren’sexperiences relatetoachievingorfailingtoachieve“veryhighgrades”or,alternatively,theirexperiences areofacurriculumwhichbearslittlerelevancetotheirfuturecareeroutsidetheestablished professionsinvitalareasofthelocaleconomysuchasfarming,fishing,industry,hospitality orretail.

ItisapparentthatdespitethedirectionchartedintheNorthernIrelandcurriculum,children’s experienceshavebeenthrownoffcoursebytheunrelentingpressuresofassessment, accountability,competitionbetweenschools,andacurriculumofferwhichistooinflexible, especiallyatKeyStages3and4whenthereisthegreatestlikelihoodofdisengagement, especiallybutnotexclusivelybyboys.Thisisnottosuggestthatthereisanythingwrongwith the“healthycompetitiveness”thatiscelebratedbyoneoftheprincipalsinthisstudy;butthe overallfindingsofthisstudygiveaclearmessagethatthereisadisconnectbetweentheory andpractice,betweencurricularobjectivesandclassroompractice,andbetweenwhatpolicymakersmightimagineistakingplaceinschoolsandhowthatisbeingexperiencedbychildren andyoungpeopleontheground.

4.3Partnershipbetweenschools,familiesandcommunities

Thisstudyhashighlightedarangeofchallengesthatarefacedbyschools,manyofwhichhave beenexacerbatedbytheexperienceofthepast18monthsduringtheCovid-19pandemic andhavebeenreportedelsewhere(Walsh,Purdy, etal.,2020;Purdy,Harris, etal.,2021). Thestudyhasnonethelesshighlightedthesterlingworkthatisbeingundertakenbyschool andcommunityleadersintheparticipatingControlledschoolsinmanysignificantareas.For instance,thereporthashighlightedoneofthefewpositivestoemergefromthepandemic: theincreasedabilityofschoolstoengageremotelywithmanyparents,offeringtraining, upskillingparents,andmakingparentsmoreawarethanbeforeofwhattheirchildrenare learninginschoolandhowtheycansupporttheminthatlearning.Whilethisdoesn’t underestimatethesignificantchallengesfacedbymanyparentsduringthetwoextended periodsofhome-schooling(forinstanceintermsofdigitalaccess,jugglingworkandhomeschoolingcommitmentsetc.),thisstudyhasfoundthatschoolsandfamiliesareoftennow betterconnectedthaneverbefore.Thisisverydefinitelyanareawherethereisenormous potentialforfuturegrowth,andso,ratherthanrushingtoreturntoapre-covidnormalityof theannualface-to-faceparent-teachermeetingsupplementedbylettershomeinschoolbags, itwouldbeimportantforschoolstomaintainclosercontactwithparents.Teachersand schoolsshouldcontinuetoreachouttoparents,andvice-versa,usingarangeofdigitalmedia (SMS,email,AppssuchasSeeSaw,Youtubevideosetc.),toseethemasgenuine“equal

partners”(Warnock,1978)intheirpupils’education,offeringadviceandtraining,listeningto theirperspectives,andfurthercementingthosehome-schoollinkagesthatwereforged throughadversitysinceMarch2020.Asoneschoolgovernorremarkedinthisstudy:

1SecCommGovernor(EA)“Isupposethatwewereallguiltyofcontracting outtheeducationofchildrentoschoolsandthepandemichasactually broughtitbackhomeagain,andhaskindofreinforcedtheroleof parents.”

Thisstudyhasalsoclearlydemonstratedthevalueofaplace-based,context-specific approachtoaddressingeducationalunderachievementinNorthernIreland,whichthriveson effective,respectful,partnershipbetweenschools,familiesandcommunities.Therewere manyinstancesinthisstudywhereschoolleadersspokeoftheimportanceofthiscommunity engagement,buttherewerealsomanystrikingaccountsbythecommunityleaders themselvesofhowtheywerepassionateaboutsupportingtheirlocalschoolsandhelping childrenintheirlocalcommunitytosucceed.Thiswasparticularlyevidentintheprimary schoolsandinthenon-selectivepost-primaryschools,wherecatchmentareasweresmaller thaninthecaseofthetwogrammarschoolswhichdrawpupilsfrommuchfurtherafield.

Nonetheless,therewasasharedsenseamongallthatthecommunityhadavitalroletoplay insupportingtheirlocalschoolsandtherewereseveralinnovative,context-specificexamples ofhowthathadtakenplacealready,suchasthedevelopmentoflinkswithlocal manufacturingcompanies,theinvolvementofthelocalOrangeOrderinfundingadditional supportinEnglishandmathsforpupils(withadditionalclassesheldinthelocalOrangeHall), tutorsofferingGCSEsupportafterbandpracticeforyoungpeopleinvolvedinloyalistflute bands,activeParentTeacherAssociations,committedschoolgovernors,andvariouslevelsof churchinvolvement(seebelow).Thisemphasisoncommunitypartnershipisacentralpillar ineffectivelyaddressingeducationalunderachievement(Demie,2019)andformsthebasisof the‘ReducingEducationalDisadvantage’programmerecommendedbytheExpertPanelon EducationalUnderachievementinNorthernIrelandwhichaimstobe“strategicinscaleand collaborativeinnature,mandatingco-designandthebuildingofauthenticpartnerships betweenschoolsandcommunitiesusingaplace-basedapproach”(Purdy,Logue, etal., 2021:36).

Thisstudyhasdrawnattentionbothtothebenefitstobegainedfromschoolscollaborating, sharingeffectivepractice,andlearningfromeachother,andsomeofthebarrierstodoingso. Inparticular,therewasbroadsupportforthefundingavailablethroughSharedEducation whichhadenabledschoolstoreachoutacrossthecommunitydivide,accessadditional trainingandbuildrelationships.Thisisespeciallyimportant,giventherepeatedclaimsthat therewasalackofavailableleadershiptrainingavailableataregionallevel(followingthe withdrawalofthePQH)whichmeantthatschoolleadersoftenreportedlearning‘onthejob’. However,itwassaddeningtohearoftheimpactofinter-schoolcompetitionbetweenschools withintheControlledsector,whichwaseffectivelythwartingfurthercollaborationbetween rivalschoolsinsomeareas.Thisledtoreportsofschoolsholdingbackonfurthercollaboration forfearofendangeringenrolmentsandincludedtheclaimbyoneprincipalthat“perhapsthe personyouworkbestwithisnotyourlocalschool,itissomewherefartheraway”.Whilethere canalwaysbevalueinreachingoutbeyondthelocalcontexttovisitschools“upthe

motorway”or“jumpingonaplane”tovisitschoolsinEnglandorevenintheUSA,itisan unfortunateconsequenceofourcurrentopenenrolmentsystemthatlocalcollaboration amongneighbouringschools(withsuchpotentialforsharingofcontext-specificexpertise)is beingpreventedbyprincipals’fearsoflosingpupilstocompetitorschools,oftenwithinthe Controlledsector.

Finally,thisstudy,fundedbytheTransferorRepresentatives’Council(whichrepresentsthe ChurchofIreland,PresbyterianChurchinIreland,andMethodistChurchinIreland),hearda rangeofperspectivesontheroleoftheProtestantchurchesinsupportingeducational achievementinlocalcommunities.Thisisanareawhichhasattractedrelativelylittleresearch interestinrecentyears(PurdyandMeneely,2015)andthereisveryclearlyaneedformore researchintohowchurchesareaddressingeducationalunderachievementinlocal communitiesinNorthernIreland.ThereareofcoursehistoricchallengesfortheProtestant churchesrelatedtothetransferofcontrolfortheirschoolstothestatefollowingthe establishmentofNorthernIrelandin1921,whichhasmadetheroleoftheProtestant churchesinControlledschoolslessclearthan,forinstance,theroleoftheCatholicchurchin itsdenominationalschools(seeArmstrong,2009forafulleraccount).

Thefindingsofthisstudywereverymixedintermsofchurchinvolvement.Atoneendofthe spectrum,therewereseveralindividuals,includingoneschoolprincipalandtwocommunity leaders,whowereveryscepticalaboutorevenopposedtotheinvolvementofchurchesin schools,citingaconcernthattheinvolvementofchurcheswasnot“unconditional”orthatit wouldbeimpossibletoinvolveoneormorechurcheswithout“offendingsomeoneelse”, giventheincreasingdiversityofthepupilpopulation.Attheotherendofthespectrumwere churchandcommunityleaderswhosawthevalueofchurchinvolvementintermsof providinggovernors,pastoralsupport,financialaid(throughdonations)andwilling volunteersforhomeworkclubs,mentoringprogrammesetc.Churchinvolvementcouldalso leadtoparentscomingforwardtoaccessfoodbanksandseekotherformsofpastoralsupport, especiallyduringthecurrentpandemic.Athirdsetofcommentsreflectedamoreambivalent position,withoneministerclaimingthatiftherewasanidentifiedneedforabreakfastclub orotherformofsupportinthelocalschool,“wewouldlookveryseriouslyatthat”,and anothercommunityleaderwhoappreciatedthecommunityoutreachworkpioneeredby somechurchesbutlamentedthereluctanceofsome“stuffy”Protestantchurches“todip theirtoeinthewaterandgoandactuallyservethecommunityratherthanbetheretowait forthepeopletocometothem.”Whilethereisundoubtedlyaneedformoreresearchinthis importantareaandrobustevaluationoftheeffectivenessofchurch-ledintervention programmessuchashomeworkclubsorvolunteersupport(PurdyandMeneely,2015),itis clearthatwhereschoolleadersareopentochurchinvolvement(whichcannotbeassumed) andwhereachurchengagesmeaningfully,tangiblyand‘unconditionally’initslocalschool, thereisenormouspotentialtoimproveeducationaloutcomes.

5Conclusion

Thisqualitativestudyhasexposedthelimitationsofthestereotypeofeducational underachievementrestrictedtoProtestantworking-classboysfromdisadvantagedinner-city communities.Indeliberatelyseekingtoexpandthescopeofenquirytoencompassabroader demographic(intermsofMDMdeciles)andgeographicspread,thisstudyissignificant.Ithas givenavoicetoamuchwidercross-sectionofschoolleaders,pupils,andcommunity representativesthaninpreviousstudies,andindoingsohashighlightedadivergenceof experienceandopinionacrossandbetweeneducationalphaseswithinthediverseControlled sector.IthasexposedadisparitybetweentheloftyobjectivesoftheNorthernIreland curriculumandthenarrowtest-focusedexperiencesofourchildrenandyoungpeople,and shednewlightonpreviouslyunder-exploredissuessuchasruralityandtheintergenerational disengagementofsomefamiliesfromfarmingbackgrounds.Ithasrevealedthelimitsof sharingbetweenschoolswho,withinandbeyondtheControlledsector,areeffectivelyin competitionwitheachotherforpupilplaces.Ithasprovidedachallengetochurchleadersto engagewiththeirlocalschoolsinameaningful,tangibleand‘unconditional’way.Andfinally, ithashighlightedtheurgentneedforsystemlevelreforminrelationtoleadershiptraining andtheprovisionoffunded,standardisedtests.

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