Emotional problems at a higher level among urban Deis pupils
TEENAGERS who attend an urban ‘disadvantaged’ school at both primary and post-primary level have the poorest emotional well-being at the age of 17, a new report shows.
They are more likely to have emotional difficulties and suffer from conduct problems, more hyperactivity and more issues with their peers, than others of their age. Previous studies show a link between socio-economic disadvantage and poorer academic performance, but less attention has been paid to the influence of the school attended on socio-emotional well-being.
The Socio-emotional Wellbeing and School Social Mix study is based on data from the Growing Up in Ireland (GUI) project, which has been tracking the progress of thousands of Irish children since 2006. The paper is one of a number being presented at today’s GUI annual research conference.
Author Professor Emer Smyth, of the Economic and Social Research Institute (ESRI), compared the outcomes for children
who attended schools in the Department of Education’s Deis scheme for disadvantaged communities with pupils of publicly funded, non-Deis schools and fee-paying schools.
Attending a Deis Urban Band 1 school, which serve the most deprived communities, and a Deis post-primary school is associated with the most socio-emotional difficulties.
This group was followed by those who attended a Deis Urban Band 2 primary school and a Deis post-primary school. Attending a Deis school, either at primary or post-primary only, led to better outcomes, although more conduct problems and greater hyperactivity were noted among those who moved from a non-Deis primary to a Deis postprimary. Transitioning from a Deis primary to a non-Deis post-primary is associated with more peer issues.
Pupils of rural Deis schools showed no greater difficulties than peers at non-Deis schools.