Educational Underachievement

  • Walsh, G. et al (2020) Home-schooling in Northern Ireland during the COVID-19 crisis: the experiences of parents and carers

    The COVID-19 crisis in Spring 2020 has forced parents and carers to assume a greater role than ever before in […]

  • Ievers, M. (2017), Investigating Links in Achievement and Deprivation (ILiAD) Volume I

    The ILiAD study was commissioned by the Northern Ireland Executive Office (then Office of the First Minister and Deputy First […]

  • Ievers, M. (2017), Investigating Links in Achievement and Deprivation (ILiAD) Volume II

    The ILiAD study was commissioned by the Northern Ireland Executive Office (then Office of the First Minister and Deputy First […]

  • Ievers, M. (2017), Investigating Links in Achievement and Deprivation (ILiAD) Volume III

    The ILiAD study was commissioned by the Northern Ireland Executive Office (then Office of the First Minister and Deputy First […]

  • CREU (2020) Educational Underachievement in Northern Ireland: Evidence Summary

    Addressing educational underachievement is a significant and complex challenge (CREU, 2018). This paper aims to provide an overview of current […]

  • Jones, S. et al (2018) Multilingual Minds: the Mental Health and Wellbeing of Newcomer Children and Young People in Northern Ireland and the role of the Education Authority Youth Service

CREU (2020) Educational Underachievement in Northern Ireland: Evidence Summary

CREU (2020) Educational Underachievement in Northern Ireland: Evidence Summary

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Purdy et al (2019), “Too Little, Too Late: The views of parents/carers on their child’s experiences of the Special Educational Needs (SEN) process in mainstream schools”

Purdy et al (2019), “Too Little, Too Late: The views of parents/carers on their child’s experiences of the Special Educational Needs (SEN) process in mainstream schools”

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Walsh, G. (2019) ‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

Walsh, G. (2019) ‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

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