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Category: Research & Scholarship

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/ 

Stranmillis-led Review of Republic of Ireland’s Early Childhood Education and Care programme published

Posted on by Andrew McAteer

A major independent review of the Republic of Ireland’s Early Childhood Education and Care (ECCE) programme, led by Stranmillis University College’s Head of Early Years, Dr Glenda Walsh, was published this week by the Irish government’s Department of Children, Equality, Disability, Integration and Youth (DCEDIY). 

The ECCE programme is a free, universal two-year preschool programme available to all children within an eligible age range from 2 years and 8 months to 5 years and 6 months, funded by the Department.

In 2023, a team of researchers from Stranmillis University College, working with Dr Thérèse Farrell from Dublin City University, was funded to undertake a comprehensive, independent review of the initiative, with the aim of identifying what has been working well, the challenges that still exist, and what enhancements might be made going forward.  

While recommending some enhancements that might be made, the researchers nevertheless found that the ECCE programme was viewed very favourably by providers, parents, and children, and is now widely regarded as a model of good practice from which other countries can learn. 

Welcoming the latest figures and finding from the Review, the Minister for Children, Equality, Disability, Integration and Youth, Roderic O’Gorman said: 

“These figures I have released today and the findings from the review by Stranmillis University College show the success story the ECCE programme has become. 

“With more than 1 million enrolments since the programme was first introduced and uptake rates in excess of 96%, it is clear this programme has been embraced wholeheartedly by children and their families and by wider society. 

“Moreover, with 40% of families reporting that they would not have been able to enrol their child in pre-school had it not been for the ECCE programme, it is clear that this programme has altered early learning experiences and development opportunities for all children and children experiencing disadvantage in particular.” 

Minister O’Gorman’s full statement and links to the Executive and Final Reports can be read here.

Stran at SCoTENS 2024: research launched at all-Ireland teacher education conference

Posted on by Andrew McAteer

The 22nd Annual SCoTENS conference took place last Thursday and Friday at the Slieve Russell Hotel in Ballyconnell, Co. Cavan, with Stranmillis well represented at this year’s event.

SCoTENS – short for the Standing Conference on Teacher Education, North and South – was established in 2003 following the Good Friday Agreement to promote cross-border collaboration in teacher education on the island of Ireland. As part of this work, SCoTENs organises an annual conference, a student-teacher exchange programme, and provides seed funding for research projects.

Among the major reports launched at the event was the Cultural Responsivity in Teacher Education: Research in Action report – known as the CRiTERiA project – co-led by SUC’s Director of Teaching and Learning, Prof Patricia Eaton in conjunction with teams from Dublin City University, University of Galway, and Queen’s University Belfast.

Stranmillis staff were also represented across the two-day conference, including

  • Dr Jayne Moore, who presented with Dublin City University’s Dr Regina Murphy, on their report ‘Co-constructing understandings of inclusion and democracy through music education with student teachers in North and South’
  • Ms Catriona Rogers and Ms Paula Carlin, presenting with Dr Alison Moore from University College Cork, on their research ‘Facilitating Reflection and Dialogue Across Borders: Establishing a Community of Practice to enhance early years placement experience in Ireland’
  • Dr Gillian Beck, presenting her research ‘Promoting sensory pedagogy for all: a whole class teaching approach to sensory education provision’

Stranmillis University College’s Director of Research and Scholarship, a previous Chair and current member of of SCoTENS Committee, also chaired a panel discussion around a keynote address of the conference from Mr John Lonergan, ‘The challenges that still exist in our efforts to create a fair, just, equal, and inclusive society on the island of Ireland – why teachers play a vital role in helping us to achieve this dream’.

Find out more about SCoTENS on their website here: https://scotens.org/

SUC’s new Doctoral programme begins

Posted on by Andrew McAteer

On Saturday 5th October, Stranmillis University College was delighted to welcome the first ever cohort of Doctoral students to the campus to meet their fellow students, their lecturing team and senior staff from across the Stran community.

Led by highly respected educational research experts Dr Glenda Walsh and Professor Noel Purdy, the new Doctorate in Educational Professional Practice (DProf) is designed to provide working professionals with the opportunity to delve into the complex world of educational practice, guided by experienced researchers who understand the reality of contemporary real-world educational settings. 

The introduction of the DProf programme is the first Doctoral programme at Stranmillis, reflecting the College’s strong commitment to research excellence and research-informed practice across areas such as educational underachievement, early years education, inclusion and diversity, emotional health and wellbeing, STEM education, curriculum and pedagogy, and teacher education.  

The first ever cohort of doctoral students at SUC comprises HEI/FE tutors, EA representatives, and those who are or have been principals and teachers/practitioners from across the educational spectrum (pre-school, primary and post primary) in schools, settings and even homes both locally, nationally and internationally.  While the majority of students come from Northern Ireland, there are also students from the Republic of Ireland, North America and South Korea. 

Welcoming the new students, Dr Glenda Walsh, Head of Doctoral Studies and Research Engagement said, “It is a real privilege to be working with such a diverse group of students who are so passionate about their field of educational professional practice. I am really looking forward to getting to know them more fully and to engage in much discussion, debate and criticality as we embark upon this doctoral journey together.” 

The second intake for the DProf programme will be in September 2026.

To find out more, click here.