Evaluation of the National Youthreach Programme

Abstract

The mission of the Economic and Social Research Institute is to advance evidencebased policymaking that supports economic sustainability and social progress in Ireland. ESRI researchers apply the highest standards of academic excellence to challenges facing policymakers, focusing on 12 areas of critical importance to 21st Century Ireland.The Institute was founded in 1960 by a group of senior civil servants led by Dr T.K. Whitaker, who identified the need for independent and in-depth research analysis to provide a robust evidence base for policymaking in Ireland.Since then, the Institute has remained committed to independent research and its work is free of any expressed ideology or political position. The Institute publishes all research reaching the appropriate academic standard, irrespective of its findings or who funds the research.The quality of its research output is guaranteed by a rigorous peer review process. ESRI researchers are experts in their fields and are committed to producing work that meets the highest academic standards and practices.The work of the Institute is disseminated widely in books, journal articles and reports. ESRI publications are available to download, free of charge, from its website. Additionally, ESRI staff communicates research findings at regular conferences and seminars.The ESRI is a company limited by guarantee, answerable to its members and governed by a Council, comprising 14 members who represent a cross-section of ESRI members from academia, civil services, state agencies, businesses and civil society. The Institute receives an annual grant-in-aid from the Department of Public Expenditure and Reform to support the scientific and public interest elements of the Institute's activities; the grant accounted for an average of 30 per cent of the Institute's income over the lifetime of the last Research Strategy. The remaining funding comes from research programmes supported by government departments and agencies, public bodies and competitive research programmes.

Impacts of the COVID-19 Control Measures on Widening Educational Inequalities

“…For younger children, play-based learning will be an important component of re-engaging them in education and addressing the learning gap (CEPEO, 2020). Research, to date, on the engagement of disadvantaged youth also points towards the importance of direct engagement and trust between teachers and students (Smyth et al, 2019). Particular supports will be required to assist children and young people with SEN and other vulnerable groups to reintegrate into schools.…”

“We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement

“…Similarly, Crosnoe et al (2004) highlight the impact of positive teacher-student relations (or what they refer to as 'intergenerational bonding') as a key factor in boosting student achievement and reducing disciplinary problems among students generally. For students that have experienced alienation in school, these relationships can have a greater impact compared to their peers (Muller, 2001 cited in Crosnoe et al, 2004) [13] with some studies showing a direct link between the quality of relations and school retention and the prevention of early school leaving [14][15][16][17][18][19]. These relationships can not only influence student attendance and retention, but also a student's sense of belonging in school [17,[20][21][22] Where early school leavers are re-engaging with education in alternative settings, 'trust, recognition and acceptance' appear to be key elements in positive staff-learner relationships that can lead to (re)engagement in education and 'more positive and productive life choices' for young people (p. 6) [20].…”

“…Using qualitative data from interviews with staff working in the School Completion Programme and staff and young people participating in the National Youthreach Programme, this paper examines the role of relationships and pedagogical approaches in increasing student engagement in two programmes which operate outside mainstream education. Given that relationship building and the use of innovative pedagogical approaches are, more often, features of these types of interventions [17,33,34], this paper explores how these approaches can inform mainstream school culture by improving teacher-student relationships and addressing barriers to learning for students who experience marginalisation in school.…”

Clusters of health behaviours among young adults in Ireland

“…There are potential implications for further education/training provision aimed at those who have left mainstream education early. Previous research (Smyth et al, 2019) has highlighted the way in which many Youthreach centres provide courses and/or support on substance abuse and other aspects of health behaviours.…”