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Category: CREU News

Clearing the way? ‘Pathways to Inclusion’, so others may follow…

Posted on by Andrew McAteer

In the first of a new series of blogs for CREU, University of Birmingham doctoral researcher Helen Evans shares her perspective on the recent launch of our report ‘Pathways to Inclusion’, which examines the work of the Trinity Centre for People with Intellectual Disabilities (TCPID) in Dublin, and explores the feasibility of adopting their model of inclusion to the Higher Education in Northern Ireland.

On the 3rd April this year, I was excited and privileged to attend the launch event of Stranmillis University College’s ‘Pathways to Inclusion’ Feasibility Report (Gibson et al., 2025).

Funded by the Northern Ireland Office, as part of the Step-Up Programme, the study set out to examine the feasibility of emulating the model of inclusive Higher Education provision developed by Trinity Centre for People with Intellectual Disabilities (TCPID), based at Trinity College Dublin.

TCPID’s programme, Arts, Science and Inclusive Applied Practice (ASAIP) runs over two years and is designed for students with learning / intellectual disabilities to experience university life whilst gaining Level 5 accreditation (roughly Level 3 UK equivalent). Applying a hybrid model of inclusion, TCPID students complete specially developed modules such as Disability Rights, Information Technology and Introduction to Business, yet they are also welcome to attend co-learning modules alongside Trinity’s undergraduates, and like Trinity’s undergraduates, make use of the university’s facilities, such as the library and sports centre.

Hailing from the UK, I had only become familiar with TCPID through researching Students as Researchers approaches to Student Voice and finding Dr John Kubiak’s (2015) article recounting his own PhD study. John’s research involved a group of university students with intellectual disabilities from TCPID who were co-researching how they learn best, and their findings were later used to inform teacher-training programmes at Trinity. I was intrigued, not only by the study, but by the fact that a university had a programme for this group of learners. This was exciting! Coming from a background of teaching similar cohorts in specialist further education colleges in the UK, I was so filled with curiosity that I emailed John, and my relationship with TCPID grew from there.

The more I learned about the programme, the more I felt that the UK should be joining in the conversation and not relying purely on specialist further education colleges to ‘tick that box’; some students need / want to transition into higher education after college. Why shouldn’t they have the same opportunities as their siblings?

Having built up a strong relationship with Trinity for over 15 years, the report authors were, like myself, familiar with TCPID’s work and the positive outcomes facilitated there. They approached the centre, attempting to answer similar questions to those I had in mind for a potential post-doctoral study, such as: what exactly does TCPID offer, and could we emulate the programme within the UK’s policy landscape? In fact, that was the purpose of my own recent visit across the water – to begin to observe and discuss inclusive practices at TCPID, and to start building upon relationships which could support future collaboration and study.

So, it felt incredibly serendipitous, on my arrival, to not only hear about Stranmillis’ feasibility report, but to receive an extended invite to attend the report’s launch event. I travelled up the beautiful west coast by train with several key associates from TCPID to hear directly from the report’s authors and attend the concluding panel discussion. The welcome was warm, and the food was delicious, but it was the vision that struck me most heartily.

It was promising to see delegates from the Department for the Economy (NI), i.e potential funders, as well as key university stakeholders, at the event. I was taken by the mixture of determination, confidence and hope radiating from those presenting the report’s key findings – that it would be ‘incontestably feasible, with no insurmountable challenges identified’ (Gibson et al., 2025, p.3) to implement an inclusive Higher Education programme in Northern Ireland. Trinity’s Dr. Conor McGuckin stated, “It is not a service we are talking about providing here, it is a human right!”  He concluded with an appeal to funders to read the report, trust in its findings, and trust in the experience and expertise of all collaborators and supporters in bringing future success to the project. It was in that instant I realised that this could never be the solo (post-doctoral) project I had first envisaged it as; Stranmillis’ feasibility study required a team of five!

Inspired by Wales’ new policy landscape within the tertiary sector, I had been hoping to attempt something similar (and still may), but, looking around the room, I appreciated that my first task must be to build a strong network of like-minded people around me, such as the fantastic teams I observed at both TCPID and Stranmillis.

The report’s launch event has, in its way, launched me – into action. I stayed up north, with relatives, for the weekend after the launch event, taking in the peninsula air and processing the abundance of information, ideas and feelings set in motion within me.

On returning home, I am excited for the future and feel empowered to start conversations here in Wales. I’m, naturally, hoping that the team at Stranmillis will get the ‘go-ahead’ for their proposed programme, and that they will be able to clear, and lead, the way so that others may follow…

References

Gibson, K., Purdy, N., McCrudden, K., Symington, E. & Shields, M. (2025). Pathways to Inclusion: Exploring Higher Education Opportunities for People with Intellectual Disabilities in Northern Ireland. Belfast: Centre for Research in Educational Underachievement, Stranmillis University College.

Kubiak, J. (2015) ‘Using ‘voice’ to understand what college students with intellectual disabilities say about the teaching and learning process’, Journal of Research in Special Educational Needs, 17 (1), pp.41-48. https://doi.org/10.1111/1471-3802.12098

 

Stranmillis and Anti-Bullying Alliance launch groundbreaking guide to tackle sectarian bullying

Posted on by Andrew McAteer

Research undertaken by Stranmillis University College is at the heart of a vital new resource to address sectarian bullying among children and young people in Northern Ireland, launched this month by the Anti-Bullying Alliance (ABA). The ‘All Together’ guide for the children’s workforce, research report and free CPD-certified online training course, draws on work conducted by the Centre for Research in Educational Underachievement (CREU) in partnership with the ABA. 

The research, which included surveys and focus groups with young people across Northern Ireland, uncovered troubling evidence of persistent sectarian bullying, ranging from verbal abuse to physical violence and social exclusion. The findings also revealed a worrying trend: many young people are desensitized to sectarian abuse and often do not report incidents unless they escalate to physical harm. 

Stranmillis’ research emphasizes the urgent need for schools, youth services, and community organizations to proactively address sectarian bullying. Encouragingly, the study also highlights the positive impact of shared education and open dialogue in reducing prejudice and fostering inclusion. 

Building on this evidence, Stranmillis collaborated with the ABA to create practical, research-informed resources. The ‘All Together’ guide and the accompanying online training course are designed to equip educators, youth workers, and community leaders with the knowledge and tools they need to identify, prevent, and respond effectively to sectarian bullying. 

The initiative is supported by the Reconciliation Fund of the Republic of Ireland’s Department of Foreign Affairs, reinforcing the importance of cross-community efforts in creating safer, more inclusive environments for young people. 

Speaking about the launch, Director of Research and Scholarship and Stranmillis University College, Professor Noel Purdy OBE said “This Guide and Online Training Course for the Children’s Workforce (i.e. professionals that work with children and young people), based on our timely piece of research, shines a spotlight on a problem that is too often overlooked or trivialised as normal and acceptable behaviour. Drawing on the voices of children and young people themselves, it provides a compelling and at times deeply uncomfortable account of how sectarian attitudes and behaviours continue to blight their lives. It also reveals how such bullying behaviour is experienced, responded to and, in some cases, ignored.” 

For more information and to access the resources, visit the Anti-Bullying Alliance’s website here: https://anti-bullyingalliance.org.uk/aba-our-work/news-opinion/preventing-sectarian-bullying-launching-all-together-guide-and-training  

 

Major review of early years workforce policy across UK’s ‘four nations’ launched

Posted on by Andrew McAteer

Stranmillis University College’s Head of Early Years Education and Doctoral Studies, Dr Glenda Walsh, will be leading the Northern Ireland element of a major national study comparing early years workforce policies across the four UK nations and to share solutions to current challenges.

Funded by the Nuffield Foundation, the study, led by Professor Dame Cathy Nutbrown for sector body Early Education, will also identify key areas for policy shift from across the UK and a selection of international examples. 

Professor Nutbrown, President of Early Education, said: “Our project is an important and timely opportunity to bring together expertise from all four nations of the UK.   We hope, through collaboration, to understand the most useful elements of policy around working conditions, remuneration, qualifications, recruitment, retention, expectations, professionalism and responsibilities of those who work in early childhood education and care. I’m delighted to be working with so many experts who are steeped in knowledge about the workforce in their own nations. We look forward to bringing together recommendations for future policy which will benefit young children and those who work with them across the UK as a whole.” 

Dr Glenda Walsh, Co-Investigator for Northern Ireland, said; “Since the reinstatement of the Stormont government in February 2024, early childhood education and care, or what policymakers in Northern Ireland refer to as ‘childcare’, has taken centre stage in the political agenda. Notably, ‘childcare’ is now a standalone priority in the Programme for Government. However, despite the broad political consensus on the importance of early childhood services, workforce issues have largely been overlooked, and a comprehensive workforce policy remains a distant prospect. This research is therefore both timely and essential.” 

Professor Aline-Wendy Dunlop, Co-Investigator for Scotland, said; “Since a major review of the Early Learning and Childcare (ELC) sector in Scotland there have been a number of policy initiatives affecting the Scottish ELC workforce.  The many issues for Scotland include recruitment, pay and conditions, retention, new graduate leadership requirements, fewer nursery teachers, the expanded entitlement for children and families and new inspection protocols, with improved wellbeing for all remaining an essential goal.” 

Dr Glenda Tinney, Co-Investigator for Wales, said; “In Wales, this will be a significant opportunity to hear viewpoints from the Welsh early years context, at a time when workforce policy is a key government focus through the Strategic Education Workforce Plan.  The four nations and international focus make this study a unique opportunity to compare and contrast the issues in Wales within a broader framework. It is also an excellent opportunity to share expertise and learn from each other.” 

Professor Verity Campbell-Barr, Co-Investigator for England, said; “The phrase ‘in crisis’ is frequently used when referring to the early years workforce in England, and we cannot hide from the fact that there are significant challenges in the sector, particularly in regard to recruitment and retention. The long history of fluctuating policy commitments around professionalisation and training, has left a confusing array of workforce requirements. However, England’s own policy trajectory demonstrates that there have been times when there was a clearer direction of travel for the workforce, and the opportunity to learn from our closest neighbours offers real opportunity for a coherent early years workforce strategy going forwards.” 

Early Education Chief Executive, Beatrice Merrick said; “The status of education as a devolved matter within the UK gives us huge opportunities for learning from one another.  As a UK-wide membership body, Early Education is ideally placed to campaign on the shared challenges our members experience and develop our understanding of how well different policy approaches tackle the underlying issues.  Our members can also tell us how policies translate into practice, and the unintended consequences, positive or negative, that they may have.  We are grateful to the Nuffield Foundation for the funding to undertake this important piece of work, and look forward to illuminating dialogues with a wide range of stakeholders, including policy makers, over the coming months.” 

The project will run from January to November 2025, and Dr Walsh’s team will also include Stranmillis lecturer Dr Suzanne McCartney.    

More information about the study can be found at: https://early-education.org.uk/early-years-workforce-policy-in-the-four-uk-nations-a-comparative-analysis/ 

‘Collaborating for Impact’ conference

Posted on by Andrew McAteer

On the 4th June 2024, THRiVE and their Learning Partnership team from Stranmillis University College’s Centre for Research in Educational Underachievement (CREU) – Dr Karen Orr, Prof. Noel Purdy, Dr Millie Symington & Dr Mark Ballentine – hosted a two-day conference at Stranmillis University College, attended by thought leaders, practitioners, and policy makers from across sectors in NI.

The organisers were delighted to have been joined by and to hear from Junior Ministers Pam Cameron and Aisling Reilly, and Justice Minister Naomi Long.

They also welcomed input, via video, from Ministers Paul Givan (Education), Mike Nesbitt (Health), Gordon Lyons (Communities), and Caoimhe Archibald (Finance), who shared their support for the place-based collaboration model evidenced by THRiVE and the need for government and other sectors to work together.

Throughout the jam packed two days, the conference heard from a range of speakers who spoke to different aspects of relevance to the theme of ‘collaborating for impact’.

Speakers included Claire Humphrey, (THRiVE Co-ordinator); Dr Karen Orr (THRiVE Learning Partnership Principal Investigator); Prof. Noel Purdy OBE (CREU Director and THRiVE Learning Partnership team); Young people from Monsktown Boxing Club; Chris Quinn, the NI Children’s Commissioner; Prof. Allisson Metz (implementation science expert from University of North Carolina, USA); THRiVE parent champions (Mary Dripps and Lorna Allison); Jo Blundell from Place Matters; and Dorrinnia Carville, NI Comptroller General.

Additionally, Hugh Nelson (Co-Chair THRiVE) led an informative panel discussion with Collaborative Investors from THRiVE which included representatives from the Education Authority, The Executive Office, Antrim & Newtownabbey Borough Council, and the Executive Programme on Criminality and Organised Crime.

The conference shone a spotlight on other place-based collaborations from across NI, where delegates got the opportunity to hear from other initiatives involved in the Co-ordinating Organisations Network.

And finally, a key highlight of the conference was an amazing performance from the Whitehouse Primary School choir who inspired and delighted delegates with several songs, one of which reminded us all that ‘When we work together, we get things done’

Over the course of the two days, delegates were invited to explore three key themes associated with place-based collaboration:

  1. PLACE: Throughout the conference, the idea that ‘Place Matters’ was central.  It was proposed that place-based change in communities entrenched in complex and intergenerational inequality (social, educational, health etc.) is made possible by harnessing the collective impact of all agencies (statutory and non) and stakeholders (including children, young people, parents) via equitable collaborative infrastructures.
  2. PEOPLE: Building on the concept of PLACE, delegates were reminded that it is imperative that the PEOPLE within the place are central to the change processes.  The conference pointed to the importance of bottom-up community driven and co-designed agendas, with the voice and influenceof young people (and community stakeholders more broadly) central.  The conference unpacked HOW to achieve this, with a focus on the relational aspects of this work, the importance of considering power dynamics, trust, competition, and the necessity for challenging mindsets and ‘silo’ mentalities.
  3. PROCESS: Finally, within and around both PLACE and PEOPLE are the processes and wider systems that facilitate and inhibit impact and change.  For example, strategies and policies (e.g., NI Children’s Services Co-operation Act 2015) and administrative/governance systems, finance systems and funding models that underpin statutory and non-statutory service provision.  Additionally, within the processes, the conference pointed to the necessity for impact and implementation infrastructures, that is, the space, data and evidence to learn about HOW processes are implemented, as well as WHAT DIFFERENCE they have made.

Dr Karen Orr and Claire Humphrey closed the conference by aligning their Conference Calls to Action with these three core themes of PLACE (asking for visibility of place-based approaches in the Programme for Government), PEOPLE (encouraging equitable engagement of those who live and work in communities) and PROCESSES (calling for investment in the systems needed for place-based change – funding, impact and implementation).

The synergies, resonance, energy and passion in the room over the course of the two days were clear indicators of the willingness of agencies (statutory and non) to move beyond current systems and processes towards more collaborative, place-based and evidence informed practices, in order to achieve truly child-centred and holistic services that best meet the needs of our children and young people, particularly those most vulnerable and furthest from opportunity.

Speaking about the event, Dr Karen Orr said ‘The energy and enthusiasm evident during the ‘Collaborate for Impact’ conference has been a clear endorsement for the place-based collaborative efforts championed during this two day conference. CREU are proud to have brought their expertise to this conference and to the THRiVE Learning Partnership. We look forward to maintaining the energy and connections made as we work to improve the educational opportunities and outcomes for all children and young people’

One month on from the Conference and organisers, Dr Karen Orr (CREU) and Claire Humphrey (THRiVE) are considering next steps… stay tuned!

For further information and recourses related to the conference, please click here.

For further information regarding the THRiVE Learning Partnership, please contact Dr Karen Orr (K.Orr@Stran.ac.uk).

 

How cyberbullying impacts the lives of children and young people in NI

Posted on by Andrew McAteer

To mark Anti-Bullying Week 2023, a new ‘Spotlight’ report highlights the nature and extent of cyberbullying among children and young people in Northern Ireland.

Drawing out key insights from their recent large-scale research project Growing Up Online: Children’s online activities, harm and safety in Northern Ireland funded by the Safeguarding Board for Northern Ireland (SBNI), the research team at Stranmillis University College’s Centre for Research in Educational Underachievement (CREU) has shone a particular spotlight on bullying behaviours as reported by children and young people aged 8-18.

The findings presented in this Spotlight report highlight the wide variety of online bullying behaviours which are experienced by children and young people in Northern Ireland, ranging from mean or nasty comments being made or sent to them and being excluded from WhatsApp groups, through to online blackmail, threats and being told to self-harm.

Among the key findings from the 6500 survey responses and interviews with almost 100 children and young people are that:

  • A total of 13% of children aged 8-13 reported that someone had been mean to them online within the previous two months, with a higher incidence among girls than boys.
  • Girls aged 14-18 were more likely than boys to report that mean or nasty comments had been made about them or sent to them, more likely to have had lies or rumours told about them, and more likely to have been excluded from an online group.
  • Boys aged 14-18 were however more likely than girls to report that someone had tried to blackmail them, that they had been threatened online, or that their account had been hacked.
  • LGBTQI+ young people aged 14-18 were more likely than heterosexual young people to report that they had received mean or nasty comments or that they had been threatened.
  • Less than a third (31%) of 14-18 year olds said that they had reported the cyberbullying compared to almost half (47%) of 8-13 year olds. In both cases children and young people are more likely to tell their friends than family members or someone at school.
  • While incidents of online bullying were reported to have very significant emotional impact on the children and young people concerned, it was striking how some of the young people appeared to accept a certain level of online risk and danger, and appeared confident in dealing with such incidents.

The authors of the Spotlight report welcome the news that the UK’s Online Safety Act was granted Royal Assent on 26 October 2023, which legally obliges internet and social media companies to do more to protect their users, with hefty fines imposed if they fail in their new duty of care.

Lead author, Prof Noel Purdy, commented, “This is an important report which provides fresh evidence of the extent of online bullying among our children and young people in Northern Ireland.  In this Anti-Bullying Week, we hope that the findings will help inform educators and policy makers as they seek to keep our children safe online.”

The Growing Up Online Spotlight Report on Cyberbullying can be downloaded here: https://tinyurl.com/spotlightcyberbullying

Growing Up Online in NI: new report highlights children’s online activities, dangers and opportunities

Posted on by Andrew McAteer

Growing Up Online: Children’s Online Activities, Harm and Safety in Northern Ireland, a new research report from Stranmillis University College’s Centre for Research in Educational Underachievement (CREU), examines what children and young people enjoy doing online, what dangers they encounter, and what training and support they receive. The research was funded by the Safeguarding Board for Northern Ireland (SBNI).

The report has been commissioned to inform the delivery of actions associated with the Northern Ireland Executive’s five-year Keeping Children and Young People Safe: An Online Safety Strategy – which is in year two of implementation.

The publication will be launched at an event in Stranmillis University College on 21 September by Bernie McNally, the Independent Chair of the SBNI, and speakers will include Professor Noel Purdy Director of CREU and Principal Investigator of the research project; and Peter Toogood, Department of Health and Chair of the Child Protection Senior Officials Group. Some of the children and young people who participated in the large-scale research will attend the report launch, alongside a range of key stakeholders.

Two online surveys were administered to children and young people from across Northern Ireland, aged between 8-18 years. One version of the survey was administered to 8-13 year olds and another version to 14-18 year olds.  The surveys remained open for 4 weeks from 6th February to 6th March 2023 and were completed by a total of 6481 children and young people, making this the largest such study ever carried out in Northern Ireland.

In addition, 95 participants took part in the qualitative aspects of this research, including children and young people in mainstream primary and post-primary schools, special schools and youth club settings, as well as parents, teachers/school leaders, and professionals working in the field of online safety. Participants included Traveller/Roma children, LGBTQI+ young people, children with severe learning difficulties, young people in a youth club setting in a disadvantaged urban context, and pupils from an Irish-medium school.  The project was supported by two children and young people’s advisory groups (one primary and one post-primary).

The study found that:

  • POSITIVE EXPERIENCES: Children and Young People in Northern Ireland reported a wide range of positive online experiences. They use a range of online devices (predominantly phones) which allow them to enjoy listening to music, watching videos, playing games, messaging friends and family, shopping, sharing photos, following celebrities/influencers, learning and much more.  For children and young people, being online is absolutely integral to how they live almost every aspect of their lives today.
  • TIME SPENT ONLINE: This study has also provided evidence that children and young people are spending many hours online each day, on school days but especially at weekends and during holidays. While most internet use is within reasonable limits (2-4 hours per school day), there is evidence that many children and young people are spending much greater amounts of time online (frequently more than 7 hours per day). The impact of this high usage, as reported by the young people and confirmed by their teachers, was a growing trend for pupils to come in to school “wrecked” or “in a complete state” or with their “heads down… sleeping” in class.  All post-primary focus groups confirmed that this was commonplace and becoming more common, while 27% of the survey respondents (aged 14-18) reported feeling tired the next day as a result of their online activity at night.
  • PARENTAL/CARER INTEREST: A further conclusion relates to the role played by parents (and/or carers) in supporting their children to grow up safe online. The findings of this study found a disparity between children and young people’s perceptions of their parents’ (often low) level of interest in what they were doing online, and the genuine fears and concerns expressed by the primary and post-primary parents who volunteered for the focus groups.  For instance, only 17% of 8-13 year olds and just 8% of 14-18 year olds reported that their parents were ‘very interested’ in what they were doing online, while 20% of 8-13 year olds and 34% of 14-18 year olds felt that their parents were ‘not at all interested’ in their online activities.
  • NEGATIVE EXPERIENCES: This study has found clear evidence that around 1 in 5 children and young people in Northern Ireland (20% of 8-13 year olds and 18% of 14-18 year olds) have experienced something nasty or unpleasant happening to them online over the past couple of months, most commonly on social media apps. This research has highlighted the wide range of online risks experienced by children and young people in Northern Ireland, especially 14-18 year olds.  The results have also shown  that girls are much more likely to experience something nasty or unpleasant online, both among the younger cohort (23% girls vs 17% boys) and the older cohort (20% girls vs 15% boys).  For instance, among the older cohort (14-18 years old), girls (5.4%) were 3 times more likely than boys (1.7%) to be asked to send nude photos/videos of themselves, girls (6.9%) were more than twice as likely as boys (3%) to be sent inappropriate photos they didn’t ask for, and twice as likely to see or be sent pornography (girls: 5.6% vs boys 3.0%).  Girls were also more likely to see or be sent content promoting self-harm (girls: 3.3% vs boys 2.2%), eating disorders (girls: 4.1% vs boys 1.6%) or suicide (girls: 3.6% vs boys 3.0%).
  • TRAINING AND RESOURCES: While there were high levels of confidence in keeping themselves safe online among more than three-quarters of the children and young people, there is evidently a strong need to provide relevant, up-to-date, age-appropriate, supportive and engaging training and resources (in English and Irish) for children and young people, but also for parents and teachers/educators. This research has highlighted the benefits of children receiving online training, revealing that (across both age cohorts) children who had received online safety training were less likely to report recent negative online experiences happening to them than those children and young people who had not received any training.
  • REGULATION: Finally, we would recommend that there is greater regulation of social media companies by government to help ensure: closer monitoring of online material that is potentially offensive or harmful to children and young people; more transparent, consistent and child-friendly online reporting mechanisms; the timely removal of offensive material; and stricter enforcement of age restrictions on certain apps or sites, where currently it is much too easy for children to enter a false date of birth.

Commenting on the findings, the chair of the Safeguarding Board for NI, Bernie McNally said:

 “There is much to reflect on in the research findings, and in the views and voices of young people that are threaded through the report. It provides a uniquely detailed insight into how thousands of local children experience growing up online.

The report clearly presents the complex picture of children’s online activities, highlighting both the positive and negative experiences and risks that they face. It emphasises that we all have a role to play and action to take in helping children and families feel more secure, safe and supported online.”

Commenting on the findings, Peter Toogood, Deputy Secretary of Social Services Group, Department of Health and Chair of the Child Protection Senior Officials Group said:

“Research like this is crucial to understanding how children and young people in Northern Ireland experience the digital world and, as Chair of a cross-government child protection group, I welcome both the research and the report it has produced.

It is important that we recognise how integral the online world is to our children and the huge benefits it can provide. We must acknowledge that empowering our children to embrace the digital world while keeping them safe and providing them with the skills to keep themselves safe is a balancing act.”

Speaking about the report, Director of CREU and Principal Investigator of the research project, Professor Noel Purdy, said:

“This report sheds new light on how our children are growing up online and presents a wide variety of experiences, some encouraging, others disturbing.  We hope that the findings presented in this report will provide a strong evidence base to inform future policy and practice around our children’s online lives as we seek to provide opportunities for them to enjoy safely all the benefits of their increasingly online lives.”

An Executive Summary of the report can be downloaded here.

The Full Report can be downloaded here.