External Publications Using GUI Data

In this paper we make use of the first and second waves of the 2008 and 1998 cohorts of the Growing Up in Ireland study, to develop a multidimensional and dynamic approach to understanding the impact on families and children in Ireland of the Great Recession. Economic vulnerability is operationalised as involving a distinctive risk profile in relation to relative income, household joblessness and economic stress. We find that the recession was associated with a significant increase in levels of economic vulnerability and changing risk profiles involving a more prominent role for economic stress for both the 2008 and 1998 cohorts. The factors affecting vulnerability outcomes were broadly similar for both cohorts. Persistent economic vulnerability was significantly associated with lone parenthood, particularly for those with more than one child, lower levels of primary care giver (PCG) education and, to a lesser extent, younger age of PCG at child’s birth, number of children and a parent leaving or dying. Similar factors were associated with transient vulnerability in the first wave but the magnitude of the effects was significantly weaker particularly in relation to lone parenthood and level of education of the PCG. For entry into vulnerability the impact of these factors was again substantially weaker than for persistent and transient vulnerability indicating a significantly greater degree of socioeconomic heterogeneity among the group that became vulnerable during the recession. The findings raise policy and political problems that go beyond those associated with catering for groups that have tended to be characterized by high dependence on social welfare.

The increasing emphasis on inclusive education internationally has broadened the definition of special educational needs (SEN) and greatly affected national prevalence estimates. In line with these international trends, in Ireland the EPSEN Act (2004) defines SEN as any “restriction in the capacity of a person to participate in or benefit from education”. Taking this broad definition, this study draws on the first longitudinal study of children in Ireland, Growing Up in Ireland, to generate a new estimate of SEN prevalence among Irish nine-year-old children. The analysis combines detailed information, collected from parents and teachers, encompassing diverse types of SEN, including physical disabilities, speech impairments, learning disabilities and emotional/behavioural difficulties. In doing so, the study establishes a SEN prevalence rate of 25 per cent among children in the mid-primary years, a rate very much in line with recent research in other European contexts. Additionally, the study details the diversity of data collected on children and young people with SEN and disabilities across agencies and government departments, the potential value of this data and directions for improved learner databases.

New research, conducted by the ESRI and funded by the Arts Council, shows that young people become less involved in cultural activities as they prepare for the Leaving Certificate and leave school. Using data from the Growing Up in Ireland study, the report charts a decline in reading for pleasure and taking music/drama/dance lessons between 13 and 17 years of age.

The purpose of this study is to investigate the influence of background and school factors on second-level students’ attitudes toward Irish as a school subject drawing on the Growing Up in Ireland study. The study focuses on the perceptions of the core subjects, English, Mathematics and Irish, and presents a profile of students who find the Irish language interesting or difficult. The study enables us to investigate the attitudes of teenagers towards the language in a systematic way, including personal, school and other characteristics that may have an impact on attitudes towards the Irish language.

This report explores factors influencing attitudes to, and the use of, the Irish language on the island of Ireland. In so doing, the report draws, first and foremost, on 2013 Irish Language Survey. In order to explore changes in attitudes over time, the study also draws on earlier (2001) survey data. Further insights into overall trends will be provided by the analysis of Census data. Given that attitudes are often shaped by schooling, the study also draws on the Growing Up in Ireland study (9-year-cohort) as well as the Irish Post Primary Longitudinal Study (PPLS) which indicate student perspectives on Irish.

Care is fundamental to the fabric of social relationships and a significant proportion of the adult population is engaged in regular care for children and/or adults with illnesses or disabilities. Increasing attention internationally is being paid to the role of young carers (those under 18) and young adult carers (usually 18–25 years of age). However, much of the research conducted has been cross-sectional in nature and has focused on care for those with illnesses, rather than the full spectrum of care for others. This report draws on rich data on over 4,000 young people from Cohort ’98 of the Growing Up in Ireland (GUI) study to take a longitudinal perspective, documenting the profile of young adult carers at 17 and 20 years of age and exploring the implications of such caregiving for their wellbeing, relationships and educational pathways.

In this study, we address the following research questions:

1. What is the profile of young adult carers, in terms of gender,social background, family size and structure, migrant status, urban/rural location, and own and parental illness/disability? To whom do they provide care and how much time do they allocate to caregiving?

2. What factors predict young people’s caring at ages 17 and 20?

3. How are care responsibilities associated with young people’s wellbeing, physical health and family relationships?

4. How are care responsibilities at age 17 associated with the post-school pathway pursued at age 20 (higher education, further education and labour market entry), controlling for other factors?

Does a care role constrain postschool choices, either directly through ongoing involvement in care, or indirectly via a potential effect on academic performance?

None of the many critical moments in Ireland’s often tumultuous history was more significant or defining than the Easter Rising of 1916. Central to the Rising was the Proclamation of Independence, in which Pádraig Pearse declared the new nation’s resolve to cherish all its children equally. CHERISHING ALL THE CHILDREN EQUALLY? brings together contributions from a range of disciplines to shed light on the processes of child development and to investigate how that development is influenced by a variety of demographic, family and socio-economic factors. Making extensive use of research and data that have emerged over recent years from the Growing Up in Ireland longitudinal study of children, the book considers whether or not all children can participate fully and equitably in contemporary Irish society. It asks whether or not we do, in fact, cherish all our children equally in modern Ireland, regardless of their family circumstances, health or ethnic background.

TABLES OF CONTENTS:

1. Introduction
2. Changing Perceptions and Experiences of Childhood, 1916-2016
3. Children and Families, Then & Now
4. Is Family Structure a Source of Inequality in Children’s Lives?
5. Parental Investment & Child Development
6. Inequalities in Access to Early Care and Education in Ireland
7. Inequalities from the Start? Children’s Integration into Primary School
8. Insights into the Prevalence of Special Educational Needs
9. The Experiences of Migrant Children in Ireland
10. Social Variation in Child Health & Development: A Life-course Approach
11. Child Access to GP Services in Ireland: Do User Fees Matter?
12. Anti-Social Behaviour at Age 13
13. Child Economic Vulnerability Dynamics in the Recession
14. Concluding Observations

None of the many critical moments in Ireland’s often tumultuous history was more significant or defining than the Easter Rising of 1916. Central to the Rising was the Proclamation of Independence, in which Pádraig Pearse declared the new nation’s resolve to cherish all its children equally. CHERISHING ALL THE CHILDREN EQUALLY? brings together contributions from a range of disciplines to shed light on the processes of child development and to investigate how that development is influenced by a variety of demographic, family and socio-economic factors. Making extensive use of research and data that have emerged over recent years from the Growing Up in Ireland longitudinal study of children, the book considers whether or not all children can participate fully and equitably in contemporary Irish society. It asks whether or not we do, in fact, cherish all our children equally in modern Ireland, regardless of their family circumstances, health or ethnic background.

TABLES OF CONTENTS:

1. Introduction
2. Changing Perceptions and Experiences of Childhood, 1916-2016
3. Children and Families, Then & Now
4. Is Family Structure a Source of Inequality in Children’s Lives?
5. Parental Investment & Child Development
6. Inequalities in Access to Early Care and Education in Ireland
7. Inequalities from the Start? Children’s Integration into Primary School
8. Insights into the Prevalence of Special Educational Needs
9. The Experiences of Migrant Children in Ireland
10. Social Variation in Child Health & Development: A Life-course Approach
11. Child Access to GP Services in Ireland: Do User Fees Matter?
12. Anti-Social Behaviour at Age 13
13. Child Economic Vulnerability Dynamics in the Recession
14. Concluding Observations

Chapter 11 discusses healthcare use among children and the extent to which the current system of healthcare financing in Ireland leads, in particular, to differences in patterns of the use of GP services by children that are not predicted by their need for healthcare. The analysis investigates not only variations in use levels but also considers the demand implications of future policy proposals around extending free GP care to further cohorts of children.

International research has shown that civic engagement, that is, volunteering in local services, can benefit both young people and their communities, while political engagement can strengthen a society’s democratic culture. The Better Outcomes, Brighter Futures (2019) policy framework highlights the importance of young people feeling connected, respected and contributing to their world. To date, however, there has been an absence of systematic research on this aspect of young people’s transition to adulthood in Ireland. Further, although the government strategy Our Rural Future highlights a lack of access to facilities and transport for young people living in rural areas, little is known about how this might impact on their civic and political engagement. It is therefore crucial to have an evidence base to identify the drivers of civic engagement in order to better support young people’s involvement. This study aims to fill this gap by drawing on rich information on 20 year olds from Cohort ’98 of the Growing Up in Ireland (GUI) study.

New ESRI research, funded by HSE Health and Wellbeing, examines how 4 key risk factors for disease (smoking, alcohol consumption, physical activity, diet) cluster together among young adults. Using data from the Growing up in Ireland ’98 Cohort at 17 years of age, the research identified 3 distinct health behaviour clusters among young adults in Ireland: a ‘healthy’ group, an ‘unhealthy group’ and an ‘unhealthy smokers and drinkers group’.

The Irish education system is undergoing significant change as it navigates the challenges of the 2020s. Schools are at the frontline of Ireland’s efforts to integrate migrant families, build an inclusive society and tackle generational socioeconomic inequality. They are also, increasingly, key sites of contestation over deep social questions like the place of faith and secularism in public institutions and the best path to ensuring young people thrive, regardless of their gender or sexual orientation. While many of these challenges resonate across the second-level sector as all schools grapple with the difficulties and opportunities of educating young adults in today’s Ireland, the focus of this report is on the voluntary secondary school sector. The report presents rich evidence from a mixed-method research study across 21 voluntary secondary schools. The research was commissioned by the Joint Managerial Body for Voluntary Secondary Schools (JMB), with the research questions designed to examine the features and experiences of students, teachers and school leaders across the voluntary sector. However, the study allows for comparisons between experiences in voluntary secondary schools and other sectors. In particular, the survey of students undertaken in this study is compared to the nationally representative longitudinal study Growing Up in Ireland (GUI) and the International Student Assessment (PISA study) on 15 year olds in Ireland and across the European Union (EU). This approach allows for a deep exploration of the voluntary secondary sector, while also placing experiences in a national and international context.

Despite the right of disabled people to full social and economic inclusion, many face multiple day-to-day and systemic challenges. These include but are not limited to additional expenses, access to housing, and everyday accessibility difficulties. Surveys show the general public hold positive attitudes towards policies that seek to enable disabled people to overcome these challenges, but standard survey methods are susceptible to response biases that may overestimate this support. This study aimed to test whether two such biases influence support for disability policy in Ireland: social desirability bias (i.e. the tendency for survey respondents to alter their responses in order to present themselves in a positive light); and inattention to the implications of policy support (e.g. that welfare policies require funding). Together the survey experiments covered a range of policy issues and types of disability, as identified in previous research and in consultation with the disability advisory group for the project.

While problems in the housing system in Ireland have been under the spotlight for the last decade, relatively little attention has been paid to the experience of children and to the consequences of housing issues for child development. International research has highlighted a range of effects of poor housing on children. Poor physical housing conditions has been associated with respiratory illnesses and childhood accidents. Overcrowding has been linked to poorer educational outcomes and deprived neighbourhood conditions to socio-emotional problems. Frequent residential mobility has also been found to lead to poorer cognitive and non-cognitive outcomes. However, there is a lack of evidence on how far these findings apply in Ireland where levels of home ownership are high and levels of neighbourhood segregation are lower. This study addresses this gap. Drawing on data from the ’08 Cohort of the Growing Up in Ireland study, we explore the housing conditions faced by children in early and middle childhood and the implications of these housing experiences for their cognitive, socio-emotional and health outcomes. We adopt a multi-dimensional approach to measuring housing conditions, incorporating housing tenure, suitability of accommodation, heating deprivation, neighbourhood disorder and housing mobility.

Chapter 8 examines aspects of provision for children with special educational needs and considers their inclusion within Irish mainstream education in recent years. It considers how much of the education and care of children with special needs in the early decades of the 20th century was provided by religious orders before going on to discuss how, since the early 1990s, there has been a substantial shift in focus from segregated educational provision towards a more inclusive view of special education, mainly delivered within mainstream schools. In particular, the chapter considers the proportion of children with special educational needs and variations in levels according to the background characteristics of the children in question.