Category: Research & Scholarship

A report recently published by Stranmillis University College’s Centre for Research in Educational Underachievement (CREU), Effective School Leadership in Disadvantaged Communities, has been featured on the podcast Education Matters.

Two of the report’s authors, Professor Noel Purdy OBE and Dr Emilia Symington, were invited by host Paul Hazzard to discuss their findings about what kinds of leadership can help schools thrive against the odds.

Funded by the James Kane Foundation and the Mary Ann McCracken Foundation, the study was inspired by the Independent Review of Education in Northern Ireland (2023) and set out to identify what makes schools in areas of high deprivation succeed. Analysing data from 190 schools, the Stranmillis research team — which also included Dr Mark Ballentine, Dr Karen Orr, Dr Glenda Walsh and Dr Katie Tate — identified 13 schools where pupils consistently achieved excellent GCSE results despite challenging circumstances.

Through in-depth interviews with principals, the team uncovered five key themes that underpin leadership success: Clarity of Vision, Championing Children, Connection, Character, and Continuation.

At the heart of their findings is a powerful message — that leadership grounded in values, relationships and belonging can overcome situational disadvantage.

Professor Purdy explained, “The most effective leaders understood that their vision needed to be owned by everyone — staff, pupils, parents and the wider community.”

Dr Symington added, “These leaders were relentlessly optimistic. They refused to define children by statistics.”

The research highlights the moral purpose and quiet strength of school leaders who lead with conviction, empathy and integrity. It also calls for greater investment in developing future leaders to ensure that this wealth of experience and wisdom continues to benefit schools in disadvantaged areas.

The episode of the Education Matters podcast can be viewed on YouTube above, or you can listen on Spotify here: https://shorturl.at/8Hf5p

You can read the report for yourself here, and watch the online research briefing here.

 

A major new study from Stranmillis University College has identified the key characteristics of effective school leadership in post-primary schools serving socioeconomically disadvantaged communities across Northern Ireland. 

The research, which was funded by the James Kane Foundation and the Mary Ann McCracken Foundation, examined 13 high-performing schools where over half of pupils are entitled to Free School Meals.  

The study identified five themes that underpinned examples of effective leadership in disadvantaged contexts: 

• Clarity of Vision – Principals establish and sustain a clear, evolving vision for improvement.
• Championing Children – Leaders balance academic achievement with the personal wellbeing of students.
• Connection – Strong relationships are fostered with pupils, staff, families, and the wider community.
• Character – Personal integrity, humility, and resilience are central to effective leadership.
• Continuation – Mentorship and succession planning ensure the development of future school leaders.

The findings reinforce the urgent need for investment in leadership training and professional development, echoing recent recommendations from A Fair Start and the Independent Review of Education.

Speaking of the report, Principal Investigator Prof Noel Purdy said “This study highlights a model of leadership grounded in purpose, compassion and connection. In the face of considerable challenges, the principals interviewed are leading schools that are not only improving outcomes in disadvantaged communities but also nurturing the wellbeing, confidence and aspirations of pupils and staff alike. The evidence from the current study lends further weight to recent calls for greater investment in leadership training, mentoring and succession planning within our most disadvantaged educational contexts.” 

Michael Wilson, Chair of The James Kane Foundation stated “The James Kane Foundation is proud to support this important research, which highlights the power and impact of effective leadership in some of our most disadvantaged communities. By showcasing the values and strategies that school leaders adapt and use to help their schools thrive against the odds, this not only honours the dedication of these individuals, but also offers understanding and guidance for the future. We are pleased to have partnered with the Mary Ann McCracken Foundation in order to fund Stranmillis University College to undertake this research and to help bring these insights forward.” 

Norma Sinte, Chair of the Mary Ann McCracken Foundation said “By understanding how strong leadership can transform schools in disadvantaged communities, drive pupil wellbeing and academic success, this study is helping to ensure that every child has the opportunity to thrive. Staying true to Mary Ann McCracken’s legacy of equality in education, this research will help educators and policy makers in the near future to help tackle disadvantage, and ensure our schools of the future have strong leaders, like those that took part in this study, willing to apply every strategy and power they have for the benefit of the children in their community. We want to congratulate Stranmillis University College research team for this valuable resource.” 

The report, including Executive Summary, can be downloaded here.

——

For media enquiries, please contact:
Prof. Noel Purdy OBE
Director of the Centre for Research in Educational Underachievement (CREU)
Stranmillis University College
Tel: 028 9038 4305
Email: n.purdy@stran.ac.uk
 

The early years workforce across the four nations of the UK is facing low pay, poor career progression and a growing recruitment crisis, according to a new report – but researchers from across the UK, including Stranmillis University College in Belfast, say lessons from each nation could help turn the tide. 

The interim study, led by Professor Dame Cathy Nutbrown on behalf of Early Education and funded by the Nuffield Foundation, found a sector “united in its commitment” to quality care but “fractured” by siloed systems and underfunded policies. 

Challenges identified include: 

• concerns about qualification requirements for educators and the quality of learning and development opportunities
• the need for more graduates and teachers to provide pedagogical leadership
• better opportunities for career progression
• low pay and status within the workforce, linked to issues of funding and sustainability within the sector
• sectoral fragmentation, especially between the state sector (schools) and other early years settings
• a lack of diversity, both in relation to the low percentage of men in the profession and lack of data on the representation of different ethnic groups.
• a lack of workforce representation and voice
• widespread perceptions of a recruitment and retention crisis.

The unique nature of each UK nation was noted, including the particular challenges of increasing the pool of Welsh-speaking educators in Wales and the impact of more than a decade without a devolved government in Northern Ireland to enact early years policy.  Scotland and England have both in different ways faced challenges due to governments extending their funded early years entitlements, with Scotland taking a more aspirational approach to workforce qualifications and development, perhaps soon to be matched in England where the recent Best Start in Life strategy indicates a new level of ambition for the early years sector. 

Early Education Chief Executive, Beatrice Merrick, said: 

“At this stage of the research, data is clearly showing that good policy alone is not enough and also needs careful implementation and long-term commitment and funding to be successful.  Success also requires breaking down silos within government and between government and the early years sector.  We hope this report will help do just that.” 

Dr Glenda Walsh, Head of Early Years Education and Doctoral Studies at Stranmillis University College has been leading the research in Northern Ireland.

She commented: “This research is highly timely from a Northern Ireland perspective, as we await the development of a new Early Learning and Childcare Strategy. The findings offer valuable insights into the challenges and opportunities shared across the UK and underscore the importance of cross-national learning to inform coherent, sustainable, and ambitious policy for our early years workforce.” 

The research team are continuing to gather and analyse data, and will publish a final report in late 2025, considering how the four nations of the UK might take examples of policies that are working successfully in one, consider why this is the case and what adjustments might be made to enable such a policy to be effective elsewhere in the UK.  

The interim report can be downloaded from www.early-education.org.uk/early-years-workforce-policy-in-the-four-uk-nations-a-comparative-analysis/ 

For further information please contact Beatrice Merrick, Chief Executive, Early Education (07712 398672) or beatrice@early-education.org.uk).

NOTES TO EDITORS:

1. The Nuffield Foundation is an independent charitable trust with a mission to advance social well-being. It funds research that informs social policy, primarily in Education, Welfare, and Justice. The Nuffield Foundation is the founder and co-funder of the Nuffield Council on Bioethics, the Ada Lovelace Institute and the Nuffield Family Justice Observatory. The Foundation has funded this project, but the views expressed are those of the authors and not necessarily the Foundation.

   Bluesky: @nuffieldfoundation.orgX: @NuffieldFoundLinkedIn: Nuffield Foundation Website: nuffieldfoundation.org

2. Early Education (The British Association for Early Childhood Education) is the leading independent national charity for early years practitioners and parents, campaigning for the right of all children to education of the highest quality. Founded in 1923, it has members in England, Northern Ireland, Scotland and Wales and provides a national voice on matters that relate to effective early childhood education and care of young children from birth to eight. The organisation supports the professional development of practitioners through publications, training, conferences, seminars and access to a national and regional branch network.  For more information on the work of Early Education visit www.early-education.org.uk

   Early Education is registered as a charity in England and Wales (Registered Number 313082) and Scotland (Registered Number SC039472).

 

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  

 

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/