Most secondary students want co-ed schools, says ESRI report

Analysis finds that Ireland is an outlier in area compared to other countries

Students at second level favour co-educational settings over single-sex schools, a new report from the Economic and Social Research Institute (ESRI) has found.

The ESRI has published new research on the voluntary secondary sector in the Irish education system and surveyed students, teachers and school leaders.

It found students favoured co-educational schools over single-sex ones regardless of which one they attended. A total of 87pc of students in co-educational schools preferred a gender mix compared to 4pc who said they would have preferred to be in a single-sex school.

In single-sex schools, 66pc of students said they would have preferred a mixed setting and 14pc said they preferred being in a single-sex school.

“The proportion of Irish second-level students attending single-sex schools stands out from other European countries, with roughly one-third of students in all-boys or all-girls schools,” report co-author Dr Eamonn Carroll said.

“While research participants outlined positives and negatives to all three types of gender mix, the strength of the preference expressed by students for co-education in this study was eye-opening.

“This research underlines the need for schools to engage with students and the wider school community on this question.”

A total of 2,200 students across 21 voluntary secondary schools were surveyed. The report, “Embracing Diversity in all its Forms: The Voluntary Secondary Sector in Irish Education”, highlighted the diversity within the voluntary secondary school sector.

Students were positive when asked about social, academic and personal development. They were less positive about their schools’ role in helping build self-confidence, encouraging reading for pleasure and particularly making friends with the opposite sex.

On special needs education, concerns were expressed by some students about their learning needs not being met, with a preference for more support individually or in small groups.

The report found students value an ethos of community-building, extracurricular activities, balancing academic and personal development and a commitment to inclusion and diversity.

The report also highlighted continuing impacts of the Covid-19 pandemic on students, including on attendance.

“The Covid-19 pandemic and its aftermath have highlighted the urgent need for professional, therapeutic supports at school for children and young adults,” said report co-author Professor Selina McCoy.

“The growing trend of students missing school post Covid-19 is especially concerning, with far-reaching consequences for their academic engagement, school completion and future prospects.”

Voluntary secondary schools account for more than half of all second-level schools. They are privately owned and managed but largely publicly funded and are typically under the patronage of a charitable trust, a private charitable company or a religious organisation.

The ESRI’s research found schools in disadvantaged communities but not within the Deis programme struggle to meet “high levels” of student need.

“The strength of the preference expressed by students for co-education in this study was eye-opening”