Dr. Paul Downes Director, Educational Disadvantage Centre

1. Ballymun Whitehall Area PartnershipFamily Involvement in Education in Ballymun, Research Study – November 30th Dr. Paul Downes Director, Educational Disadvantage Centre Senior Lecturer in Education (Psychology) St. Patrick’s College, Drumcondra, paul.downes@spd.dcu.ie

2. FAMILY INVOLVMENT IN EDUCATIONIN BALLYMUN(Ballymun Whitehall Area Partnership 2009) • Based on a survey of 40 mothers, 6 fathers and one female guardian • Questionnaires were completed for 16 children in preschool, 16 in primary school and 15 in secondary school • The children of the parents interviewed attended 8 different preschools, 10 different primary schools and 10 different secondary schools, as follows: • Preschools: Tír na nÓg; Ballymun East; Little Rascals; Aladdin’s Cave; Sr. Majella’s; Little MooMoo’s and two named childminders; • Primary Schools: Holy Spirit Boys; Holy Spirit Girls; St. Joseph’s Junior School; St. Joseph’s Senior School; Virgin Mary Boys; Virgin Mary Girls; Our Lady of Victories Girls; Hold Child Boys; Scoil an tSeachtar Laoch; North Dublin National School Project. • Secondary Schools: Trinity Comprehensive; St. Mary’s Glasnevin; Plunket College; Beneavin College; St. Aidan’s CBS; Scoil Chaitríona; Mercy College Beaumont; Margaret Aylward Community College; Dominican College; Central Remedial Clinic

3. Voice of parents – parent centered – aspect of international right to health, including mental health (Downes 2007) The UN Special Rapporteur is explicit on this point of access and participation of ethnic minority, disadvantaged and local groups as key issues regarding fulfillment of indicators of the right to health under the ICESCR: 6. It must be accessible to all, not just the wealthy, but also those living in poverty; not just majority ethnic groups, but minorities and indigenous peoples, too; not just those living in urban areas, but also remote villagers; not just men, but also women. The health system has to be accessible to all disadvantaged individuals and communities. 7. Further, it must be responsive to both national and local priorities’. ‘Properly trained community health workers…know their communities’ health priorities…Inclusive, informed and active community participation is a vital element of the right to health’. [1] Ibid

4. Early School Leaving is a Mental Health Issue ! *Kaplan et al’s (1994) North American study of 4,141 young people tested in 7th grade and once again as young adults which found a significant damaging effect of dropping out of high school on mental health functioning as measured by a 10-item self-derogation scale, a 9-item anxiety scale, a 6-item depression scale and a 6-item scale designed to measure coping. *This effect was also evident when controls were applied for psychological mental health as measured at 7th grade. The significant damaging effect of dropping out of school was also evident even when controls were applied for gender, father’s occupational status, and ethnicity

6. Building on strengthsBroad based emotional communication skills across the community and family systems can impact across a much wider networkDownes, Maunsell and Ivers (2006): Pupils responses indicating high rate of confiding in family

8. Cont.,

10. 10 Secondary schools School Matters (2006) P 69 “The Task Force sees the school as the centre, nested in its unique ethos and culture… A school is imbued with its own unique ethos and culture”. Statutory Committee on Educational Disadvantage (2005): Make the school a focal point of community education QDOSS (Downes 2006): Arts, Sports and Parental Involvement in Out of School Services Teacher conflict resolution skills, understanding of local culture

11. Figure 3.10: Proportion of Parents ‘Happy and Satisfied’ or ‘Somewhat Happy but Could be Improved’ on Verbal Communication with School/ Preschool/Childminder Figure 3.10 shows that 88% of preschool parents were ‘happy and satisfied’ with their level of verbal interaction, with another 7% ‘somewhat happy’, suggesting high levels of satisfaction in this regard. For primary level parents, the equivalent figures are 69% and 31%, again suggesting a good level of satisfaction. However, at second level, reflecting answers to previous questions, the equivalent figures are 27% and 33%, with the data showing 27% ‘somewhat unhappy’ and 13% ‘unhappy/dissatisfied’.

12. The responses to the question: ‘Are you treated fairly by teachers in school ? Why/Why not ?’ were as follows: • PRIMARY: 6th Class • YES. DON’T KNOW/NO ANSWER. NO. YESBUT. 170 3 36 21   • SECONDARY: 1st Year • YES. DON’T KNOW/NO ANSWER. NO. YES BUT. 90 10 41 21 • Downes, Maunsell and Ivers (2006) Blanchardstown

13. -         Approximately 74% of pupils at primary level (6th class) state that they are treated fairly by teachers in school -     Approximately 55% of students at secondary level (first year) state that they are treated fairly by teachers in school -      Approximately 15% of pupils at primary level (6th class) state that they are not treated fairly by teachers in school -      Approximately 25% of students at secondary level (first year) state that they are not treated fairly by teachers in school It is worth noting that these differences between 6th class primary and 1st year secondary are statistically significant i.e., there is a statistically significant increase in perception of being treated unfairly by teachers in secondary school compared to primary school.

14. Table 3.7: Overall Level of Happiness of Parents with Support Received in relation to Child’s Education

15. Developing school climate at post-primary level No sunlight ! Not money !……….. NDP ……………………………….. Transition – not merely a problem of the individual H.Dip……………………………….

16. Table 2.8: Extent to Which ‘A Large Amount’ of Emotional Support in relation to raising their child is received by Parents from Different People

17. Illustrates the outreach gap in family therapeutic services • Need for multidisciplinary community based psychology teams for outreach and emotional support for families and children – prevention and early intervention multidisciplinary teams (see Familiscope, Ballyfermot www.familiscope.ie) • This sample can be presumed to be easier to reach than others who did not participate • Where is the professional support for those experiencing trauma (bereavement, suicide, bullying, substance misuse etc) depression and life stressors (divorce etc) ??

18. Stokes (2009) survey of reported difficulties of Youthreach participants: 37% Dysfunctional family background 22% Need for sustained psychological support 20% Substance misuse problems 23% Literacy and numeracy problems 13% Specific learning needs School Matters (2006) P 35“Many of the behaviours ‘acted out’ in the classroom are linked to events happening outside of the school itself, including family relationships, alcohol and drug use or mental health issues”.

19. This report (2009) concludes: * “The relatively low number of parents receiving supports from local community organisations may suggest scope for increased awareness of available supports”. * “Particular supports may be needed to support parents who themselves have low levels of education or who are not in paid employment”. * “There is no system for early (i.e. the first five years) identification of families at risk of educational or social isolation; however, there are structures through which preventative and support programmes could be mediated (assuming additional resources were made available), the community-based public health service being a case in point.”

20. Table 3.5: Level of Happiness of Parents with Parent-Teacher/Parent-Childminder Meetings

21. However, there were also some less positive experiences and comments, which included the following: “The meetings need to be better organised” (Primary school parent) “They are not very private. Conversations can be overheard” (Secondary school parent) “Parent-teacher meetings are too negative; they do not support or encourage my son. I felt intimidated as though I were the child” (Secondary school parent) “In the hall, parents have to queue. I could be hours waiting to see one of my children’s teachers” (Secondary school parent) “Meetings are not frequent enough and could be more constructive” (Secondary school parent) “I didn’t have a wholly positive experience at meetings. Some teachers weren’t accessible. The school took my name and number but the teachers never called me. I queued a few times and then the line was closed and left without seeing the teacher”. (Secondary school parent) “No privacy as everyone is in a small hall. This is a problem if your child has difficulties as everyone else can hear. Some teachers didn’t really know my daughter – it was a ‘tick box’ exercise. As a middle of the road student she goes unnoticed unlike an A student or a troublesome student’ (Secondary school parent) “I was unhappy with what I felt was a teacher’s rude comment about my daughter” (Secondary school parent)

22. Table 4.1: Attendance by Parents at School Activities and Events (No. of Parents)

23. Suggestions to Encourage Engagement To end the survey, parents were asked if there was anything they would like to see to facilitate improved engagement with their child’s education. A number of comments were made, as listed in Box 4.1: Box 4.1: Comments on Improvements Parents would like for Family Involvement • “Early intervention team should have a local presence – at the moment, their courses are in town” (Preschool parent) • “Parents’ Association volunteer parents group. A ‘Mammy in the Room’” (Preschool parent) • “Coffee mornings to meet other parents so we could hear more about what is going on” (Preschool parent) • “Schedule so you know what is happening and can follow progress” (Preschool parent) • “Have more community members on the board. Ask parents to be involved on a voluntary basis” (Preschool parent) • “Tell us what is on so we can get involved” (Preschool parent)

24. Family Involvement in Education in Ballymun (2009): “There are particular issues in relation to parental involvement in the education of second-level students with parents finding this more challenging”. Nonthreatening to overcome fear – fear of failure, also fear of success (Ivers 2008)

25. Policy Recommendations • Teacher Professional Development at Post Primary– Conflict Resolution Skills, Engagement with Parents and Promotion of local heritage/culture • Post primary school strategies for feedback from parents on parent-teacher meetings so that they are more client friendly • Community based outreach and therapeutic teams • Opportunities for parental participation in afterschool services through local School Completion Programmes • Accredited community leadership training courses • A forum for extended dialogue between post primary schools in Ballymun/Whitehall area and parents on the basis of this study • Future Research to engage hardest to reach parents, including intergenerational drug use, where parents are also involved in generating the key questions

26. References Downes, P (2006) QDOSS (Quality Development of Out of School Services): Agenda for Development Downes, P., Maunsell, C & Ivers, J. (2006) A Holistic Approach to Early School Leaving and School Retention in Blanchardstown.Blanchardstown Area Partnership. Downes, P. (2007) Intravenous Drug Use and HIV in Estonia: Socio-Economic Indicators Regarding the Right to Health for Its Russian-Speaking Population, Liverpool Law Review, Special Issue on Historical and Contemporary Legal. Issues on HIV/AIDS, Vol.2. pp. 271-317 Educational Disadvantage Committee (2005). Moving beyond educational disadvantage 2002-2005. DES Ivers, J (2008) ‘Fear of Success among North Inner City Youth’. Unpublished thesis. Educational Disadvantage Centre, St. Patrick’s College, Drumcondra Kaplan, D.D., Damphousse, J.R. & Kaplan, H.B. (1994). Mental health implications of not graduating from high school. Journal of Experimental Education, 62, 105-123 Phillips, S., and Eustace, A. (2008) Findings from study on family involvement in education. PLANET/Pobal Stokes, D. (2009). One system, two modes: The role of the Youthreach programme in Irish education. Presentation given in Dublin City University, January 2009 The Report of the Task Force on Student Behaviour in Second Level Schools (2006) School Matters