530
Views
0
CrossRef citations to date
0
Altmetric
Articles

Sitting their first-ever state exam at age 18: the impact of COVID-19 on the 2023 Leaving Certificate cohort in DEIS in Ireland

Pages 691-704 | Received 26 Jun 2023, Accepted 03 Sep 2023, Published online: 10 Sep 2023

References

  • Aherne, D. 2001. “Understanding Student Stress: A Qualitative Approach.” The Irish Journal of Psychology 22 (3–4): 176–187.
  • Banks, J., and E. Smyth. 2015. “‘Your Whole Life Depends on It’: Academic Stress and High-stakes Testing in Ireland.” Journal of Youth Studies 18 (5): 598–616. https://doi.org/10.1080/13676261.2014.992317
  • Bond, L., H. Butler, L. Thomas, J. Carlin, S. Glover, G. Bowes, and G. Patton. 2007. “Social and School Connectedness in Early Secondary School as Predictors of Late Teenage Substance use, Mental Health, and Academic Outcomes.” Journal of Adolescent Health 40 (4): 357–3e9. https://doi.org/10.1016/j.jadohealth.2006.10.013
  • Braun, V, and V. Clarke. 2019. Reflecting on reflexive thematic analysis. Qualitative research in sport, exercise and health 11 (4): 589–597.
  • Bray, A., E. Ní Chorcora, J. Maguire Donohue, J. Banks, and A. Devitt. 2020. Post-Primary Student Perspectives on Teaching and Learning During Covid-19 School Closures: Lessons Learned from Irish Students from Schools in a Widening Participation Programme. Ireland: Trinity College Dublin.
  • Bronfenbrenner, U, and P A Morris. 1998. The ecology of developmental processes.
  • Burke, J., and M. Dempsey. 2020. Covid-19 Practice in Primary Schools in Ireland Report. Ireland: Maynooth.
  • Chadwick, R., and E. McLoughlin. 2021. “Impact of the Covid-19 Crisis on Learning, Teaching and Facilitation of Practical Activities in Science upon Reopening of Irish Schools.” Irish Educational Studies 40 (2): 197–205. https://doi.org/10.1080/03323315.2021.1915838
  • Chesters, J., and L. Watson. 2013. “Understanding the Persistence of Inequality in Higher Education: Evidence from Australia.” Journal of Education Policy 28 (2): 198–215. https://doi.org/10.1080/02680939.2012.694481
  • Children’s Rights Alliance. 2020. https://www.childrensrights.ie/childrens-rights-ireland/childrens-rights-ireland.
  • Connor, M. J. 2003. “Pupil Stress and Standard Assessment Tasks (SATs) An Update: An Update.” Emotional and Behavioural Difficulties 8 (2): 101–107.
  • Cullinane, C., and R. Montacute. 2020. Covid-19 and Social Mobility Impact Brief 1: School Closures. Sutton Trust. https://www.suttontrust.com/wp-content/uploads/2021/01/School-Shutdown-Covid-19.pdf.
  • Darmody, M., E. Smyth, and H. Russell. 2020. “The Implications of the Covid-19 Pandemic for Policy in Relation to Children and Young People: A Research Review.”
  • DES (Department of Education and Science). 2005. DEIS: Delivering Equality of Opportunity in Schools. Dublin: Author.
  • DoE. 2022. “Assessment Arrangements for Junior Cycle and Leaving Certificate Examinations 2023.” September 2022. https://www.gov.ie/pdf/?file=https://assets.gov.ie/233702/49cf8bce-a385-4f5b-966f-36ba960d3680.pdf#page=null.
  • Fenwick, A., B. Kinsella, and J. Harford. 2022. “Building Academic Resilience in DEIS Schools.” Irish Educational Studies 41 (3): 513–530, https://doi.org/10.1080/03323315.2022.2094107.
  • Fleming, B., and J. Harford. 2023. “The DEIS Programme as a Policy Aimed at Combating Educational Disadvantage: Fit for Purpose?” Irish Educational Studies 42 (3): 381–399. https://doi.org/10.1080/03323315.2021.1964568.
  • Fleming, B., J. Harford, and Á Hyland. 2022. “‘Reflecting on 100 Years of Educational Policy in Ireland’: Was Equality Ever a Priority?” Irish Educational Studies, 41 (3): 441–455. https://doi.org/10.1080/03323315.2022.2085765.
  • Flynn, N., E. Keane, E. Davitt, V. McCauley, M. Heinz, and G. Mac Ruairc. 2021. “‘Schooling at Home’ in Ireland During Covid-19: Parents’ and Students’ Perspectives on Overall Impact, Continuity of Interest, and Impact on Learning.” Irish Educational Studies 40 (2): 217–226. https://doi.org/10.1080/03323315.2021.1916558
  • Garton, A. F., and C. Pratt. 1995. “Stress and Self-Concept in 10-to 15-Years-Old School Students.” Journal of Adolescence 18 (6): 625–640. https://doi.org/10.1006/jado.1995.1044
  • Giddens, A. 1991. Modernity and Self-Identity. Cambridge: Polity Press.
  • Goh, C., C. Leong, K. Kasmin, P. Hii, and O. Tan. 2017. “Students’ Experiences, Learning Outcomes and Satisfaction in e-Learning.” Journal of E-Learning and Knowledge Society 13 (2): 117–128.
  • Golberstein, E., H. Wen, and B. F. Miller. 2020. “Coronavirus Disease 2019 (Covid-19) and Mental Health for Children and Adolescents.” JAMA Pediatrics 174 (9): 819–820. https://doi.org/10.1001/jamapediatrics.2020.1456
  • Growing Up in Ireland Study Team. 2019. “Key Findings: Cohort’98 at 20 Years Old in 2018/19, Education, Training and Employment” (No. 4).
  • Hall, K., J. Collins, S. Benjamin, M. Nind, and K. Sheehy. 2004. “SATurated Models of Pupildom: Assessment and Inclusion/Exclusion.” British Educational Research Journal 30 (6): 801–817. https://doi.org/10.1080/0141192042000279512
  • Harford, J. 2021. “‘All Changed: Changed Utterly’: Covid 19 and Education.” International Journal for the Historiography of Education 11: 55–81.
  • Harford, J., Á Hyland, and B. Fleming. 2023. “100 Years of Inequality?: Irish Educational Policy Since the Foundation of the State.” Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2022.2155979.
  • HEA (Higher Education Authority). 2021. National Access Plan 2022–2026 consultation paper. Layout 1 (hea.ie).
  • Holmes, E. A., R. C. O’Connor, V. H. Perry, I. Tracey, S. Wessely, L. Arseneault, C. Ballard, et al. 2020. “Multidisciplinary Research Priorities for the Covid-19 Pandemic: A Call for Action for Mental Health Science.” The Lancet Psychiatry 7 (6): 547–560. https://doi.org/10.1016/S2215-0366(20)30168-1
  • Korzinski, D. 2020. “Kids and COVID-19: Canadian Children Are Done With School From Home, Fear Falling Behind, and Miss Their Friends.” Angus Reid Institute.
  • Lee, J. 2020. “Mental Health Effects of School Closures During Covid-19.” The Lancet Child & Adolescent Health 4 (6): 421. https://doi.org/10.1016/S2352-4642(20)30109-7
  • Loades, M. E., E. Chatburn, N. Higson-Sweeney, S. Reynolds, R. Shafran, A. Brigden, C. Linney, M. N. McManus, C. Borwick, and E. Crawley. 2020. “Rapid Systematic Review: The Impact of Social Isolation and Loneliness on the Mental Health of Children and Adolescents in the Context of Covid-19.” Journal of American Academy of Child and Adolescent Psychiatry 59 (11): 1218–1239.e3. https://doi.org/10.1016/j.jaac.2020.05.009.
  • Magson, N. R., J. Y. Freeman, R. M. Rapee, C. E. Richardson, E. L. Oar, and J. Fardouly. 2021. “Risk and Protective Factors for Prospective Changes in Adolescent Mental Health During the COVID-19 Pandemic.” Journal of Youth and Adolescence 50 (1): 44–57. https://doi.org/10.1007/s10964-020-01332-9
  • McCowan, T., and J. Bertolin. 2020. “Inequalities in Higher Education Access and Completion in Brazil (No. 2020-3).” UNRISD working paper.
  • Meuwese, R., A. H. Cillessen, and B. Güroğlu. 2017. “Friends in High Places: A Dyadic Perspective on Peer Status as Predictor of Friendship Quality and the Mediating Role of Empathy and Prosocial Behavior.” Social Development 26 (3): 503–519. https://doi.org/10.1111/sode.12213
  • Mohan, G., S. McCoy, E. Carroll, G. Mihut, S. Lyons, and C. Mac Domhnaill. 2020. “Learning for All? Second-level Education in Ireland during Covid-19.” Economic and Social Research Institute (ESRI) Research Series.
  • Muhsin, M S, A Nurkhin, H Pramusinto, N Afsari, and A F Arham. 2019. “The relationship of good university governance and student satisfaction.” International Journal of Higher Education 9 (1). https://doi.org/10.5430/ijhe.v9n1p1
  • O’Connor, K., M. Wrigley, R. Jennings, M. Hill, and A. Niazi. 2021. “Mental Health Impacts of Covid-19 in Ireland and the Need for a Secondary Care Mental Health Service Response.” Irish Journal of Psychological Medicine 38 (2): 99–107. https://doi.org/10.1017/ipm.2020.64
  • Orgilés, M, A Morales, E Delvecchio, R Francisco, C Mazzeschi, M Pedro, and J P Espada. 2021. “Coping behaviors and psychological disturbances in youth affected by the COVID-19 health crisis.” Frontiers in Psychology 12. 565657
  • Prime, H., M. Wade, and D. Browne. 2020. “Risk and Resilience in Family Well-Being During the Covid-19 Pandemic.” American Psychologist 75: 631–643. https://doi.org/10.1037/amp0000660
  • Putwain, D. 2005. “Researching Stress and Anxiety in Schoolchildren: Some Methodological Considerations.” British Educational Research Association (BERA) Conference.
  • Quinn, P., S. McGilloway, and J. Burke. 2021. “Covid-19 and the Class of 2020: A National Study of the Mental Health and Wellbeing of Leaving Certificate Students in Ireland.” Irish Educational Studies 40 (2): 375–384. https://doi.org/10.1080/03323315.2021.1916564
  • Resnick, M. D., P. S. Bearman, R. W. Blum, K. E. Bauman, K. M. Harris, J. Jones, and J. R. Udry. 1997. “Protecting Adolescents from Harm: Findings from the National Longitudinal Study on Adolescent Health.” Jama 278 (10): 823–832. https://doi.org/10.1001/jama.1997.03550100049038
  • Sahlberg, P. 2020. “Will the Pandemic Change Schools?” Journal of Professional Capital and Community 5 (3/4): 359–365. https://doi.org/10.1108/JPCC-05-2020-0026.
  • Schwartz, K. D., D. Exner-Cortens, C. A. McMorris, E. Makarenko, P. Arnold, M. Van Bavel, S. Williams, and R. Canfield. 2021. “COVID-19 and Student Well-Being: Stress and Mental Health During Return-to-School.” Canadian Journal of School Psychology 36 (2): 166–185. https://doi.org/10.1177/08295735211001653
  • Smyth, E., J. Banks, and E. Calvert. 2011. “From Leaving Certificate to Leaving School: A Longitudinal Study of Sixth Year Students.” The Liffey Press in association with ESRI, NCCA and Department of Education & Skills.
  • Social Justice Ireland. 2019. https://www.socialjustice.ie/content/publications-home. Tatlow-Golden, M., C. O’Farrelly, A. Booth, C. O’Rourke, and O. Doyle. 2016. “‘Look, I Have my Ears Open’: Resilience and Early School Experiences among Children in an Economically Deprived Suburban Area in Ireland.” School Psychology International 37 (2): 104–120.
  • Sprang, G., and M. Silman. 2013. “Posttraumatic Stress Disorder in Parents and Youth After Health-Related Disasters.” Disaster Medicine and Public Health Preparedness 7 (1): 105–110. https://doi.org/10.1017/dmp.2013.22
  • Steinberg, L.. 2005. “Cognitive and affective development in adolescence.” Trends in cognitive sciences 9 (2): 69–74.
  • UN. 2020. “Education During Covid-19 and Beyond.” Policy Brief.
  • UNESCO. 2020. Covid-19 Educational Disruption and Response. UNESCO. Accessed 22nd June 2023. https://en.unesco.org/covid19/educationresponse.
  • Van Lancker, W., and Z. Parolin. 2020. “Covid-19, School Closures, and Child Poverty: A Social Crisis in the Making.” The Lancet Public Health 5 (5): e243–e244. https://doi.org/10.1016/S2468-2667(20)30084-0
  • Weir, S. 2016. “Raising Achievement in Schools in Disadvantaged Areas.” Cidree Yearbook 2016: 76–89.
  • West, P., and H. Sweeting. 2003. “Fifteen, Female and Stressed: Changing Patterns of Psychological Distress Over Time.” Journal of Child Psychology and Psychiatry 44 (3): 399–411. https://doi.org/10.1111/1469-7610.00130
  • Xie, X., Q. Xue, Y. Zhou, K. Zhu, Q. Liu, J. Zhang, and R. Song. 2020. “Mental Health Status Among Children in Home Confinement During the Coronavirus Disease 2019 Outbreak in Hubei Province, China.” JAMA Pediatrics 174 (9): 898–900. https://doi.org/10.1001/jamapediatrics.2020.1619