Extra-curricular activities key in encouraging pupils

SECONDARY school students are more likely to stick with their studies through to Leaving Certificate if the school they attend offers sports and other extra-curricular activities, new research has found.

In the first detailed study of second-level student experiences from first year through to Junior Certificate, the Economic and Social Research Institute (ESRI) identifies measures such as sport as an important factor in encouraging pupil engagement in school life.

The report also defines second year as a crucial time in determining young people’s educational future. The research found that two distinct groups of students emerge at this stage, one investing more time and effort in their studies but the other drifting or even actively disengaging from school life.

The findings emerged in the Pathways Through the Junior Cycle report launched yesterday by NUI Maynooth’s Professor of Education Tom Collins, who chairs the National Council for Curriculum and Assessment (NCCA).

From their work with students, authors Emer Smyth, Allison Dunne, Selina McCoy and Merike Darmody found that an informal climate is a key factor in maintaining positive attitudes to school among second years. This primarily involves the quality of interaction between the students and their teachers.

“Compared to first year, second-year students are less positive about school and their teachers, are less likely to receive praise from their teachers and are more likely to be given out to by teachers,” the report said.

It suggests that students who have experienced praise or positive feedback from their teachers are more positive about school life and themselves as learners, and are less likely to feel isolated or anxious.

“Student disengagement at this stage of the junior cycle is likely to have longer-term implications for achievement and retention,” the study said.

“It is important that schools develop measures to promote student involvement and engagement informally, through sports and other extra-curricular activities, and formally through student councils or other consultative structures,” the report said.

Prof Collins said this kind of research into the experiences of students in classrooms and schools can provide vital information for the process of curriculum and assessment review.

“It also challenges some of our deeply held assumptions about what we think is good for young people to learn, how we think they should learn it, and how we should organise the schools where they learn,” he said.

The report shows that streaming students into classes of similar academic ability has a strong influence on student experiences.

“Students in lower stream classes have more negative attitudes to school, find the teaching pace too slow, spend less time on homework and are more likely than other students to be disengaging from school life,” the report said.

The practice of streaming students from as early as first year is being gradually removed across the country’s 740 second-level schools.