🚨 Today, we launch Report 9 from the #CSLstudy, ‘Experiences of the Transition to Post-Primary Schooling’ 🔗 Download the report from our website at: cslstudy.ie/downloads/CS... 🧵 Read about some of the key findings below – ⬇️ 1/18

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

@cslstudyucd.bsky.social has published the 3rd report of its #Equalities series, from the ground-breaking study examining the experience of #PrimarySchool children in Ireland. The latest report looks at the impact of increasing migrant, ethnic & linguistic diversity www.ucd.ie/research/new...

Delighted to release our latest report from #CSLstudy. Highlights the significance of migration and ethnicity in children’s school lives. #edchatie @ucddublin.bsky.social @ucdresearch.bsky.social

'Children's School Lives' report on impact of Migration and Ethnicity - UCD Research www.ucd.ie/research/new...

Experiences of Traveller children in school more negative as they progress through system - Irish Examiner www.irishexaminer.com/news/arid-41...

Second-generation immigrants more likely to aspire to go to university, study finds - Irish Times www.irishtimes.com/ireland/educ...

🚨 Today, we launch Report 8c from the #CSLstudy, ‘Migration and Ethnicity in Children’s School Lives.’ 🔗 Download the report from our website at: cslstudy.ie/downloads/CS... 🧵 Read about some of the key findings below – ⬇️ 1/20

🚨 New #CSLstudy policy paper published on PublicPolicy.ie highlighting how patterns & norms within society in relation to gender & sexualities influence children’s experience of primary school. 🔗 publicpolicy.ie/papers/gende... @ucdgearyinst.bsky.social @ucddublin.bsky.social #edchatie

Dr Melissa Bohnert, brining #CSLstudy contributions at ESAI Conference 2025 @esai-irl.bsky.social to a close with her paper examining digital generations, social media, and children’s educational outcomes. @ucddublin.bsky.social @dympnadevine.bsky.social #edchatie

Wonderful presentation by Dr Barbara Moore at ESAI Conference 2025 @esai-irl.bsky.social Barbara’s paper draws on #CSLstudy data to explore children’s un/doing of gender in primary schools @ucddublin.bsky.social #edchatie

Seán Gleasure, sharing our #CSLstudy participatory research method, ‘A School Day’ board game, at ESAI Conference 2025 @esai-irl.bsky.social @seangleasure.bsky.social @ucddublin.bsky.social #edchatie

Excellent paper presentation by Morten Greaves at ESAI Conference 2025 @esai-irl.bsky.social on the currere lived experiences of a low-socioeconomic status boy in primary school. @ucddublin.bsky.social #edchatie

Kyla Smith, opening #CSLstudy contributions at ESAI Conference 2025 @esai-irl.bsky.social with a wonderful roundtable session on primary teachers’ burnout during the pandemic years. @ucddublin.bsky.social #edchatie

🚨 Join researchers from #CSLstudy at the Educational Studies Association of Ireland Conference. 📆 10th-12th April 2025 📍 Sheraton Hotel, Athlone 🧵 Details below: 1/6 #edchatie @ucddublin.bsky.social @dympnadevine.bsky.social @gmsainz.bsky.social @seaneens.bsky.social @seangleasure.bsky.social

📏 Girls from the poorest families are most likely to be placed in the lower attaining maths groups by 5th & 6th class, increasing over time. ⬇️ 14/15

🚨 Advice for policy makers on the impact of social background on children's school lives 📄 Policy brief published on PublicPolicy.ie by @ucdgearyinst.bsky.social 🔗 Read policy brief at publicpolicy.ie/education/so... @ucddublin.bsky.social #edchatie

🔢 Boys rate themselves higher in maths than girls do. Girls are more likely to be worried about their learning in general & especially in maths. ⬇️ 13/15

📕 Boys tend to rate their abilities in reading similarly to girls despite girls’ higher performance in literacy. Gender differences in literacy attainment have levelled out by 6th class. ⬇️ 12/15

📣 Girls in all girls’ schools in cohort A (2nd class) are the most likely to say the teacher thinks they are smart, but they are also most likely to say they do not have a voice in school. ⬇️ 11/15

🏆 Boys report higher academic concept than girls, perceiving themselves to do better & learn more quickly. These differences begin in 2nd class & increase through to 6th class. However, when asked if their teacher thinks they are smart, there is no gender difference. ⬇️ 10/15

✨ Girls’ friendships are closer, while boys are more likely to emphasise popularity in their social networks. These patterns are strongest in single-sex schools. ⬇️ 9/15

🧑‍🤝‍🧑 Friendships are central to the experiences of boys & girls in schools. Complex gender dynamics were evident in children’s friendships & these were influenced by gendered norms. Children have more friends in co-educational than single-sex schools. ⬇️ 8/15

📊 Girls in all girls’ schools have the most gender equal views while boys in all boys’ school the least. Case study interviews highlighted children’s awareness of gender inequalities, in addition to changing gender roles in society. ⬇️ 7/15

🏐🎭 There is less gender stereotyping evident among younger children & girls across both cohorts. Girls were more likely to comment on identities that cut across gender boundaries (‘girly girls’ to ‘tomboys’), with more evidence of gender stereotyping among boys. ⬇️ 6/15

📖 Gender effects intersect with social background & gender profile of school (i.e., single sex or co-educational). For instance, both boys & girls from the poorest families are most likely to be in the lower attaining reading groups. ⬇️ 5/15

📝 Gender influences children’s learner identities with respect to engagement, aspirations, attainment, & peer networks. Girls are typically identified by children as being more engaged with learning, less disruptive in class, & more gentle in play activities than boys. ⬇️ 4/15

🧑‍🏫 The CSL sample reflects the population of primary schools nationally: 88% are co-ed, 6% are all-boys, & 6% are all-girls schools. Most children in primary schools are taught by female teachers. Male teachers are more likely to be teaching senior classes (cohort B). ⬇️ 3/15

🏫 Gender & sexualities influence children’s experience of primary school. Role modelling, societal changes in gender roles, as well as family dynamics, all impact on how children learn to ‘do’ ‘boy’ & ‘girl’ in school. ⬇️ 2/15

‘Colman Noctor: Gender equality is about equal opportunity for boys and girls’ - Irish Examiner @ucddublin.bsky.social @irishexaminer.bsky.social #edchatie www.irishexaminer.com/lifestyle/pa...

‘Boys will be boys: Why gender attitudes of children are still remarkably traditional’ - Irish Times @ucddublin.bsky.social @irishtimes.bsky.social #edchatie www.irishtimes.com/ireland/educ...

Listen back to #CSLstudy PI, Prof. Dympna Devine @dympnadevine.bsky.social, on @drivetime.bsky.social discussing the launch of our latest report, ‘Equalities in Children’s School Lives: The Impact of Gender.’ The interview begins at 16 mins 38 secs. #edchatie www.rte.ie/radio/radio1...

Children who attend co-educational schools have more friends, a study which focuses on gender and schooling here has found.

'Children in co-educational schools have more friends - report' - RTÉ News rte.ie/news/2024/12... @ucddublin.bsky.social #edchatie

'Poorer girls more likely to be placed in lowest maths ability groups, research shows' - Irish Examiner irishexaminer.com/news/arid-41... @ucddublin.bsky.social #edchatie

‘Children who attend mixed schools have more friends, study finds’ - Irish Times irishtimes.com/ireland/educ... @ucddublin.bsky.social #edchatie

🚨 Today, we launch Report 8b from the #CSLstudy, ‘Equalities in Children’s School Lives: The Impact of Gender.’ 🔗 Download the report from our website at: cslstudy.ie/wp-content/u... 🧵 Read about some of the key findings below – ⬇️ 1/15

🚨 Check out Report 8a from #CSLstudy, ‘Equalities in Children’s School Lives (2019-2023): the Impact of Social Background.’ 🔗 Download the report from our website at: cslstudy.wpenginepowered.com/wp-content/u... 🧵 Read about some of the key findings from the report below – ⬇️ 1/17