SERVING DIVIDED COMMUNITIES: CONSOCIATIONALISM AND THE EXPERIENCES OF PRINCIPALS OF SMALL RURAL PRIMARY SCHOOLS IN NORTHERN IRELAND

Figures & data

Figure 1. Map of small rural schools in Northern Ireland

TABLE 1. School type (%)

	Whole population (n = 201)	Completed Survey (n = 86)
Controlled	44	45
Catholic Maintained	52	51
Controlled Integrated	3	4
Irish Medium	1	0

TABLE 2. School size 2020/21 (%)

	Whole population (n = 201)	Completed Survey (n = 86)
Very small (<50 pupils enrolled)	22	28
Small (50–79)	38	34
Larger (80+)	40	38
Mean (n pupils enrolled)	70.29 (SD 25.3)	67.3 (SD 26.5)

TABLE 3. Ways the principal and the school engaged with the local community and its main institutions/organisations prior to the pandemic

	N	%
Church/ religious leaders coming regularly to the school to visit pupils and teachers	68	78
Community leaders being in the BoG of the school	67	77
The school or/and I, in the role of principal, maintaining social media accounts (Facebook, Twitter, Instagram, etc.)	64	74
After-school (or outside of school hours’) activities organised by community/sporting/religious organisations/institutions taking place in school grounds or being advertised by the school	56	64
Pupils being actively encouraged in the school to get involved with particular community organisations	55	63
Active involvement in social media with members of the public, liking and responding to posts, comments, etc.	36	41
Other community leaders coming regularly to the school to visit pupils and teachers	32	37
Regular meetings between school staff and members of the church/religious organisations	33	38
Other	6	7
Total	87	100

TABLE 4. School challenges by school size

	School size
	Very small (n = 25)	Small (n = 30)	Larger (n = 35)
Declining pupil numbers	21	14	10
Pressure to close	18	8	2
Pressure to amalgamate	3	3	0
Lack of staff opportunities for professional development	3	8	11
Increasing number of pupils with SEN	8	15	24
Competition from other schools	5	4	11

Figure 2. Description of community by school type