🔗 Learn more about #CSLstudy at: 🦋 Follow us on Bluesky at @NCCAie @ucddublin @UCD_Research #edchatie . 19/19.

💬 Other teachers and principals noted prejudice within society towards Travellers in general, difficulties in building trust between educators and Traveller parents, and the need to recognise the cultural background of Travellers in building such trust. ⬇️ 18/19

💬 Some noted concerns about school attendance and the retention of Traveller children in education. They identified the learning strengths of Traveller children, but also noted the challenges in breaking a cycle of early school leaving. ⬇️ 17/19

💬 Interviews with teachers and school principals highlighted mixed views about the learning engagement of Traveller children that reflected the diversity within the Traveller community itself. ⬇️ 16/19.

📊 Traveller children report higher levels of being bullied than any other ethnic group across both Cohort A and Cohort B. With respect to agreeing they bullied others once a week or more, Traveller children are more likely than other groups to agree. ⬇️ 15/19

📣 Across both cohorts, there are no differences in the views of Traveller children and their peers of other ethnic backgrounds on having a voice and being listened to in school. ⬇️ 14/19

👍 There are no differences in Traveller children's feelings of friendship, support, and care when compared to their white Irish/majority ethnic peers. ⬇️ 13/19

👍 In general, Traveller children report higher levels of wellbeing than their peers. Traveller children are less likely to feel anxious than their peers of other ethnic backgrounds. ⬇️ 12/19

📝 Traveller children are more likely than their peers to say that they like it when the teacher works with them on their own. They are less likely than their peers to say they like working in pairs. ⬇️ 11/19

➕ A similar pattern is evident in relation to Traveller children's mathematics ability group placement. ⬇️ 10/19

📖 There is little difference in Traveller children's membership of reading ability groups in the early years of primary school. As Traveller children progress through primary school, they are more likely than any other ethnic group to be in the lowest reading group. ⬇️ 9/19

🏀🎨🌍 Traveller children in 6th class are most interested in PE, Art, and SESE. ⬇️ 8/19

🎓 When asked about their own intentions, 25% of Traveller children in 6th class report that they are likely to attend college/university. ⬇️ 7/19

🎓 This perception is reinforced as children progress through primary school, with teachers of 6th class children reporting that 20% of Traveller children are likely to attend higher education. ⬇️ 6/19

🎓 Teachers of 2nd class children report that Traveller children are less likely to attend higher education (57%) than those of white Irish ethnicity (67%). ⬇️ 5/19

👍 For children in Cohort B, Traveller children report liking school equally to slightly more than children from white Irish/other minority ethnic backgrounds. ⬇️ 4/19

📝 Traveller children are highly engaged and confident in their learning in the earlier years of primary school (Cohort A), with no difference between Traveller children and white Irish/other minority ethnic background children in perceptions of doing well in classwork. ⬇️ 3/19

📊 The number of children identified as Irish Traveller in CSL is small (94 children in total, 59 in Cohort B and 35 in Cohort A). This is comparable to proportions in the national population (1-2%). These smaller numbers must be borne in mind when considering findings. ⬇️ 2/19

🚨 We recently launched Report 8c from #CSLstudy – the third in our series on equalities in children’s school lives. 🔗 Download the report at: 🧵 The report includes a spotlight on Irish Traveller children. ⬇️ 1/19

RT @ucddublin: 🧒📑 Most children in Irish primary schools show a strong sense of fairness and equality when it comes to immigration and ethn….