New research examining the Delivering Equality of Opportunity in Schools (DEIS) programme has identified the need for increased supports across a range of areas.
The study highlights DEIS’s role in boosting student outcome and social mobility while identifying problematic issues such as resource inequities, stigma and the need for administrative support to reduce heavy teacher workload.
The report recommends the introduction of a tiered funding model that would ensure that all school communities receive the supports that they require.
Click here to download the report.
The research was commissioned by the Teachers’ Union of Ireland (TUI) and conducted by the Think-tank for Action on Social Change (TASC), combining quantitative data from surveys of 227 teachers and 49 school leaders with qualitative insights from teacher focus groups and interviews with school management.
The full report will be launched this afternoon in Dublin.
Commenting on the research, TUI General Secretary Michael Gillespie said:
‘The DEIS programme has led to notable improvements in outcomes for students from disadvantaged backgrounds, and the report makes clear that teachers in these schools find their roles personally rewarding, particularly in supporting vulnerable students. 62% of teachers in DEIS schools agreed that the programme improved access to higher education, while 73% saw enhanced access to further education.’
‘However, it is of serious concern that most teachers believe class sizes are still too large, while the fact that 33% of respondents in DEIS schools describe science labs and sports facilities as being ‘poor’ or ‘very poor’ is unacceptable for a country of our resources.’
‘In terms of the report’s recommendations, the introduction of a tiered funding model to match specific school needs would allow for greater autonomy, as no two school communities are the same. Similarly, there would be significant and obvious merit in prioritising resources to achieve smaller class sizes in DEIS schools and also to reduce the burden of unsustainable teacher workloads.’
‘The TUI has called for such further resourcing for a number of years, and in our interactions with the new Minister, we will be urging that the achievements of the DEIS programme are further built upon through additional, targeted investment.’
Dr Sara Singleton, Head of Public Education & Senior Researcher for Social Inclusion, TASC said:
‘Schools in Ireland, particularly those within the DEIS framework, play a pivotal role in addressing the deep-rooted inequalities present in Irish society. By supporting students from disadvantaged backgrounds and providing them with the resources and opportunities they might otherwise lack, these schools are vital in breaking cycles of poverty and inequality. However, despite these efforts, educational inequality cannot be viewed in isolation from broader societal inequities.’
‘The persistent stigma attached to DEIS schools remains one of the most prominent challenges. Negative stereotypes about students' abilities, often rooted in assumptions of their socio-economic background, hinder both their academic progress and the professional esteem of their teachers. These perceptions affect student confidence, enrolment patterns, and public support for DEIS initiatives. Addressing this stigma through public awareness campaigns that celebrate the achievements of DEIS schools, alongside better recognition of the contributions made by teachers in these settings, is essential to combat these misconceptions.’
‘Overall, addressing the challenges identified in this research requires a collaborative effort from policymakers, educators, and other stakeholders. The recommendations outlined in this report—from increasing funding transparency and improving professional development opportunities to addressing stigma and reducing administrative burdens—are essential to ensuring the continued success of the DEIS programme in helping to overcome the complex and interconnected issues of educational and societal disadvantage.’