Key issues in DEIS schools in Ireland: a reference point for the US experience?

Towson University, Baltimore, MarylandJune 8th 2010

Dr. Paul DownesDirector, Educational Disadvantage Centre

Commissioned Reports:-Downes, P and Maunsell, (2007). Count Us In. Tackling early school leaving in South West Inner City Dublin: An Integrated Response. SICCDA and South Inner City Dublin Drugs Task Force- Downes, P., Maunsell, C and Ivers, J. (2006). A Holistic Approach to Early School Leaving and School Retention in Blanchardstown. Blanchardstown Area Partnership.- Downes, P. (2004).Psychological Supports for Ballyfermot: Present and Future (2004)

URBAN Ballyfermot.- Downes, P. (2004). Voices of children: St. Raphael’s Primary School Ballyfermot URBAN Ballyfermot.

Questionnaires returned:Primary Schools: 852; Secondary Schools: 677Total: 1,529 Focus Groups 57

NO MENTAL HEALTH STRATEGY FOR CONTEXTS

OF EDUCATIONAL DISADVANTAGE: A KEY BARRIER TO PROGRESS

HEALTH ISSUES AND SCHOOL COMPLETION – ‘EDU-CARE’ Hunger in SchoolBullyingSubstance AbuseStudent-Teacher Conflict ResolutionProblematic Sleep Patterns among Pupils

Problematic sleep patterns among students:

On the assumption that children at primary school need at least 8.5 hours of sleep, the results from our survey of pupil responses were divided into those who usually go to sleep before midnight and after midnight.

A mental health strategy and fund for contexts of socio-economic disadvantage

Not one early school leaving problem: ESL is a behaviour with a range of motivationsBeyond piecemeal approach of SCP, beyond 8 week bereavement coursesWider referral processes – reach withdrawn kids: ‘a slap in the face’Need for prevention and early intervention: non-verbal therapeutic intervention Cf. FamiliscopeNEPS – Reactive to critical incidentsAlternatives to suspensionDrug prevention issueEARLY SCHOOL LEAVING IS A MENTAL HEALTH ISSUE !

CHAP 29: Byrne, M. (2007). CHAP 29: Byrne, M. (2007). Health for allHealth for all CHAP 30: Ryan, C & Downes, P. (2007). CHAP 30: Ryan, C & Downes, P. (2007). Future steps for Future steps for

NEPS?NEPS? CHAP 37: Hegarty, T. (2007). CHAP 37: Hegarty, T. (2007). Towards a narrative practice: Towards a narrative practice:

Conversations in a city centre schoolConversations in a city centre school CHAP 39: Downes, P & Gilligan, A L.(2007). CHAP 39: Downes, P & Gilligan, A L.(2007). Some Some

conclusionsconclusionsDownes, P & Gilligan, A L (2007) (Eds) Downes, P & Gilligan, A L (2007) (Eds) BeyondBeyondEducational Disadvantage.Educational Disadvantage. Dublin: Institute of Public Dublin: Institute of PublicAdministrationAdministration

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

THE NEED FOR COMMUNITY BASED EMOTIONAL SUPPORTSWould you talk to an adult working in the school about your problems?Yes Primary 240 No Primary 300Maybe/depends Primary 25Don’t know Primary 6 No Answer Primary 46 Yes Secondary 131No Secondary 312 Maybe/depends Secondary 23

HEGARTY, T. (2007). Towards a narrative practice: Conversations in a city centre school in Downes, P and Gilligan, A L (Eds) Beyond Educational Disadvantage. Dublin: IPA

THE PROBLEM IS THE PROBLEMBEYOND DEFICIT NARRATIVES OVERCOMING COMPETITION FOR NEGATIVE ATTENTIONPUBLIC ACKNOWLEDGMENT OF CHANGED NARRATIVES THROUGH A CEREMONY

MURPHY, A. (2007). Peer Mediation: the Power and Importance of Children’s Voices in Downes, P and Gilligan, A L (Eds) Beyond Educational Disadvantage. Dublin: IPA

WORKSHOPS WHERE CHILDREN EXPLORE CONFLICTING SITUATIONS THROUGH ROLE PLAY, GROUP WORK DISCUSSION AND REFLECTIONGROUND RULES: NO INTERRUPTING, AND NO NAME CALLINGMAIN PROBLEMS WRITTEN DOWN BY GROUPFOCUS IS ON PROCESS DIMENSIONS

Bullying in school may also need a wider community focus

Dissemination of good practice needs to occur within a school

Cross-cultural concentric structures of assumed connection need to be promoted at a system level, to contrast with diametric structures of assumed separation

Galbraith – Culture of ContentmentBUILDING ON STRENGTHSDO YOU THINK YOU WANT TO STAY ON AT SCHOOL UNTIL THE LEAVING CERTIFICATE ?Primary Pupils: 5th/6th ClassTotal: 750 yes 80 no 2 probably 15 don’t know15 no answer

COMMON FINDINGS

- evidence that some of the pupils and students that are most at risk of early school leaving are falling through the gaps and not accessing existing afterschool services,- the high levels of pupils experiencing problematic sleep patterns potentially affecting their academic performance and linked in some responses to levels of anxiety affecting their sleep,- a notable minority of pupils and students who stated that they have no one to talk with about their problems,

- the limited availability of drug prevention programmes in local schools,- the need for system level work with parents, for example, regarding early intervention strategies for their children’s literacy and speech and language development,- the need for early referrals,- the need for early intervention regarding speech and language development, and therapeutic emotional intervention.

The Special Rapporteur (2006) notes that the right to

health is subject to progressive realization and this

requires development of indicators and benchmarks:

The right of everyone to the enjoyment of the highestattainable standard of physical and mental health isgiven legal foundation by a range of international legalinstruments, including:• article 25 (1) of the Universal Declaration ofHuman Rights,• article 12 of the International Covenant onEconomic, Social and Cultural Rights,• article 24 of the Convention on the Rights of theChild• article 12 of the Convention on the Elimination ofAll Forms of Discrimination against Women rightto non-discrimination as reflected in article 5 (e)(iv) of the International Convention on theElimination of All Forms of Racial Discrimination

Indicators and benchmarks of the international right ofeveryone to the enjoyment of the highest attainable standard of physical and mental health:Is it possible to incorporatesome of these indicators within standard relative poverty indicators ?

The Special Rapporteur (2006) emphasizes the importance of focus on ‘disadvantaged’ individuals and communities in relation to the right to health:

25. in general terms a human rights-based approach requires that

special attention be given to disadvantaged individuals and

communities; it requires the active and informed participation of

individuals and communities in policy decisions that affect them;

and it requires effective, transparent and accessible monitoring and

accountability mechanisms. The combined effect of these - and

other features of a human rights-based approach - is to empower

disadvantaged individuals and communities.

A DISTINCT FUNDING STRAND FOR MENTAL HEALTH AND SOCIAL INCLUSION IN THE DEPARTMENT OF EDUCATION AND SCIENCE –SUPPORTED BY FUNDING FROM THE DEPARTMENT OF JUSTICE AND LAW REFORM FOR MENTAL HEALTH INTERVENTIONS FOR STUDENTS AT RISK OF SUSPENSION/EXPULSION- INCLUDING MEDIATORS- 10 MILLION FROM PRIVATE SCHOOLS FUND

Table 3. “At what Table 3. “At what time do you usually time do you usually go to sleep on a go to sleep on a weekday?”weekday?”

Before MidnightBefore Midnight MidnightMidnight After midnightAfter midnight Varies/NAVaries/NA

School A School A 42%42% 16%16% ------ 42%42%

School B School B 54%54% 16%16% 15%15% 15%15%

School C School C 78%78% 9%9% 6%6% 7%7%

School D School D 83%83% 6%6% ------ 11%11%

School E School E 40%40% 26%26% ------ 34%34%

School F School F 60%60% 8%8% ------ 32%32%

School G School G 81%81% 15%15% ------ 4%4%

UNITED NATIONS Economic and Social Council 3 March 2006 Commission on Human Rights Economic, Social and Cultural RightsReport of the Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health, Paul Hunt

Cf. Argument that rates of early school leaving are a benchmark/indicator of a right to health norm

BEYOND EDUCATIONAL DISADVANTAGE (Downes, P. & BEYOND EDUCATIONAL DISADVANTAGE (Downes, P. & Gilligan, A L. (Eds) (2007). DublinGilligan, A L. (Eds) (2007). Dublin: Institute Of Public : Institute Of Public

AdministrationAdministration

PRIORITY ISSUESPRIORITY ISSUES

1) Developing school climate at post-primary level1) Developing school climate at post-primary level2) Developing teachers’ early literacy instruction skills 2) Developing teachers’ early literacy instruction skills

3) A mental health strategy and fund for contexts of socio-3) A mental health strategy and fund for contexts of socio-economic disadvantageeconomic disadvantage

4) Community development and lifelong learning4) Community development and lifelong learning

1) Developing school 1) Developing school climate at post-primary levelclimate at post-primary level

No sunlight ! Not money !………..No sunlight ! Not money !……….. NDP ………………………………..NDP ………………………………..

Transition – not merely a problem Transition – not merely a problem of the individual of the individual

H.Dip……………………………….H.Dip……………………………….

CHAP 28: Darmody, M. (2007). CHAP 28: Darmody, M. (2007). Strengthening the Strengthening the school social climateschool social climateCHAP 34: Downes, P. et al (2007). CHAP 34: Downes, P. et al (2007). The jolt between The jolt between primary and post-primaryprimary and post-primaryCHAP 35: Maunsell, C. et al (2007). CHAP 35: Maunsell, C. et al (2007). Primary to post-Primary to post-primary: Perceptions of pupils with special primary: Perceptions of pupils with special educational needseducational needsCHAP 36: Farrelly, G. (2007). CHAP 36: Farrelly, G. (2007). Bullying and social Bullying and social context: Challenges for schoolscontext: Challenges for schools CHAPCHAP 38: Murphy, A. (2007). 38: Murphy, A. (2007). Peer mediationPeer mediation: The : The power and importance of children’s voicespower and importance of children’s voices

2) Developing teachers’ early 2) Developing teachers’ early literacy instruction skillsliteracy instruction skills

Speech and language – system level skills for teachers Speech and language – system level skills for teachers and parentsand parents

- NDP – ring-fenced funding- NDP – ring-fenced funding - an aspect of drug prevention- an aspect of drug prevention

More hours in curriculum ? Integrate with other More hours in curriculum ? Integrate with other subjectssubjects

Motivation and readingMotivation and reading Arts and literacy: Fear of failure – process drama for Arts and literacy: Fear of failure – process drama for

language, emotions and social skillslanguage, emotions and social skills

CHAP 15: Quinn, S. (2007). CHAP 15: Quinn, S. (2007). ‘Only brainy and boring people read’‘Only brainy and boring people read’ CHAP 16: Kazmierczak, S. (2007). CHAP 16: Kazmierczak, S. (2007). Preventing potential weaknesses in Preventing potential weaknesses in

early literacy instructionearly literacy instruction CHAP 17: Mullan, Y. (2007).CHAP 17: Mullan, Y. (2007).Raising literacy levels locallyRaising literacy levels locally CHAP 18: Kennedy, E. (2007). CHAP 18: Kennedy, E. (2007). Literacy in designated disadvantaged Literacy in designated disadvantaged

schoolsschools CHAP 25: Hefferon, C. (2007). CHAP 25: Hefferon, C. (2007). A model of drama for educational A model of drama for educational

disadvantagedisadvantage CHAP 26: Murphy, P. (2007). CHAP 26: Murphy, P. (2007). Drama as radical pedagogyDrama as radical pedagogy CHAP 27: Butler, D & Kelly, J. (2007). CHAP 27: Butler, D & Kelly, J. (2007). The digital era: Empowerment or The digital era: Empowerment or

digital divide ?digital divide ?

4) Community development and 4) Community development and lifelong learninglifelong learning

Schools as a community resource: Nicholas of Schools as a community resource: Nicholas of MyraMyra

Collaboration not contracting outCollaboration not contracting out Parent peer support – Freirean modelsParent peer support – Freirean models Community leaders from ethnic minorities Community leaders from ethnic minorities

including Travellersincluding Travellers HSL – evenings, wider than teacher-onlyHSL – evenings, wider than teacher-only Regional educational structuresRegional educational structures

CHAP 11: Bane, L. (2007). CHAP 11: Bane, L. (2007). A seagull’s view: Adult and community A seagull’s view: Adult and community

educationeducationCHAP 12: Mulkerrins, D. (2007). CHAP 12: Mulkerrins, D. (2007). The transformational potential The transformational potential

of the Home School Community Liaison Schemeof the Home School Community Liaison SchemeCHAP 13:Owens, T. (2007). CHAP 13:Owens, T. (2007). The development of men’s The development of men’s

community education in Irelandcommunity education in IrelandCHAP 14: Waters, L. (2007). CHAP 14: Waters, L. (2007). Community education: A view from Community education: A view from

the marginsthe marginsCHAP 22: Boyle, A. (2007). CHAP 22: Boyle, A. (2007). Traveller parents and early childhood Traveller parents and early childhood

education education

QDOSS: An Agenda for DevelopmentQDOSS: An Agenda for Development

QDOSS is calling for a nationalQDOSS is calling for a national

strategy on Out of School strategy on Out of School

Services Services – a strategy that is – a strategy that is

sensitive to the needs of local contextssensitive to the needs of local contexts..

1) Key Structures Underpinning Out-of-School Services1) Key Structures Underpinning Out-of-School Services

2) 2) Out-of-School Services: Bridging Health and Education Out-of-School Services: Bridging Health and Education NeedsNeeds

33)) Out-of-School Services: Contribution to Development of School Out-of-School Services: Contribution to Development of School ClimateClimate

4) 4) Out-of-School Services: A Key Resource in Culturally Relevant Out-of-School Services: A Key Resource in Culturally Relevant Curriculum ImplementationCurriculum Implementation

5) Community Development Principles and Out-of-School Services5) Community Development Principles and Out-of-School Services

6) Evaluation: Structural, Process and Outcome Indicators6) Evaluation: Structural, Process and Outcome Indicators

References:References:Downes, P (2006) Quality Development of Out of School Services: An agenda for development. Complied for the QDOSS Network

Downes, P. Intravenous Drug Use and HIV in Estonia: Socio-economic integration and development of indicators regarding the right to health for its Russian-speaking populationLiverpool Law Review (2007). Special Issue on Historical and Contemporary Legal Issues on HIV/AIDS, Vol.28, 271-317

Downes, P. Prevention of Bullying at a Systemic Level in Schools: Movement from Cog nitive and Spatial Narratives of Diametric Opposition to Concentric Relation. In Shane R. Jimerson, Susan M. Swearer, and Dorothy L. Espelage (Eds.), The Handbook of School Bullying: An International Perspective , Section III., Research-Based Prevention and Intervention (pp.517-533). (2009). New York: Routledge

Downes, P & Gilligan, A L (2007) (Eds) Beyond Educational Disadvantage. Dublin: Institute of Public Administration

Galbraith, John (1992) The Culture of Contentment. London: Penguin

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

UNITED NATIONS Economic and Social Council 3 March 2006 COMMISSION ON HUMAN RIGHTSECONOMIC, SOCIAL AND CULTURAL RIGHTS. Report of the Special Rapporteur on the right ofeveryone to the enjoyment of the highest attainable standard of physical and mental health, Paul Hunt