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Educational expectations and the way in which they shape actual outcomes act as an important vehicle for the intergenerational reproduction of social inequality. This article draws on rich information from the Growing Up in Ireland longitudinal study to explore the factors influencing the educational expectations of 13-year-old young people and their parents. The findings point to high levels of expectations among parents but one-third of young people are found to hold lower expectations than their parents. Both sets of expectations are shaped by parental education, social class and household income, though parental expectations are more strongly structured by social background than those of young people. The article seeks to contribute to the literature on educational expectations in three interrelated ways. Firstly, it focuses on a phase of schooling, the transition to secondary education, which represents a time of significant change in young people’s learning experiences, and transition difficulties are found to dampen their expectations. Secondly, the analyses unpack the extent to which signals from the school influence parental perspectives, with academic achievement, child attitudes to maths, ability group assignment and teacher reprimands emerging as significant drivers of parental views of their children’s potential. Thirdly, the analyses take account of both the primary and secondary school attended and indicate significant between-school differences in young people’s intentions to go on to higher education.

Keywords
Educational expectations, social class differences, parent influence, school effects

This study uses Growing Up in Ireland data to examine how 9,000 children adjusted to primary school. It finds that the vast majority of five year olds are positive about school, look forward to going to school and say good things about school. The study showed that children start school with different skills and capacities and some children face greater challenges. The study suggests a number of ways to help all children experience a positive transition to primary school.

This major study, conducted by the ESRI on behalf of the Arts Council, draws on Growing Up in Ireland data to assess arts and cultural participation specifically among 3, 5, 9 and 13-year-olds

International research has pointed to the social and academic adjustment required of young people moving to secondary education and the importance of social support in easing this transition. However, studies have rarely looked at the simultaneous impact of different social networks on this process and how these networks may mediate the influence of social background. This paper draws on Growing Up in Ireland data to look at the influence of parents, peers and teachers on two dimensions of the transition process, which capture social, socio-emotional and academic aspects of the adjustment: the ease of settling into secondary education, as measured by parents’ reports of transition difficulties among their children, and academic adjustment to secondary education, as reflected in changes in young people’s academic self-image. Parental support is found to play a crucial role in helping young people adjust to the new school setting but, contrary to much previous research, formal involvement in their children’s schooling, especially in helping with homework, plays a much less important role. Over and above supportive relations, parental cultural, economic and social resources are found to play a direct role in improving young people’s confidence as learners and in enhancing transition experiences. Peer networks typically grow larger over the transition to secondary education but those young people who were more socially isolated at primary level experience greater difficulties. In keeping with previous research, the quality of relations with teachers emerges as a key driver of academic and social adjustment to secondary education.

The purpose of this study is to investigate the influence of background and school factors on second-level students’ attitudes toward Irish as a school subject drawing on the Growing Up in Ireland study. The study focuses on the perceptions of the core subjects, English, Mathematics and Irish, and presents a profile of students who find the Irish language interesting or difficult. The study enables us to investigate the attitudes of teenagers towards the language in a systematic way, including personal, school and other characteristics that may have an impact on attitudes towards the Irish language.

The relationship between parental background and children’s educational outcomes has been a dominant theme within the sociology of education. There has been an on-going debate as to the relative merits of explanations which focus on the role of socio-cultural reproduction and those which focus on rational choice. However, many empirical studies within the social stratification tradition fail to allow for children’s own agency in shaping the relationship between social background and schooling outcomes. This paper draws on the first wave of a large-scale longitudinal study of over 8,000 nine-year-old children in Ireland, which combines information from parents, school principals, teachers and children themselves. Both social class and parental education are found to have significant effects on reading and mathematics test scores among nine year olds. These effects are partly mediated by home-based educational resources and activities, parents’ educational expectations for their child, and parents’ formal involvement in the school. More importantly, children’s own engagement with, and attitudes to, school significantly influence their academic performance. The influence of children’s own attitudes and actions can thus reinforce or mitigate the effect of social background factors. The analysis therefore provides a bridge between the large body of research on the intergenerational transmission of inequality and the emerging research and policy literature on children’s rights.

The sudden health and economic crisis brought about by the COVID-19 pandemic affords an opportunity to examine the impact of economic disruption to children and families. Any negative effects on the well-being of children are important to consider in relation to both short- and long-term outcomes. Using pre-pandemic and mid-pandemic waves of the longitudinal Growing Up in Ireland study, we examined whether the impact of economic disruption was equivalent for families who were (or were not) financially vulnerable pre-pandemic. We then investigated whether economic disruption was associated with a negative effect on the emotional well-being of 12-year-olds, and if there was evidence for such a negative effect being mediated through a lack of material resources or strain on family dynamics. Our results indicated that middle-income rather than lowest-income families experienced the most economic disruption, likely reflecting the sector-specific nature of business closures in the pandemic. Families who were financially vulnerable pre-pandemic were less likely to have had suitable resources for homeschooling. Both falls in income and strain in family relationships, such as arguing more with their parents, were associated with poorer scores on a measure of the child’s emotional well-being. The emergency income support payment introduced at the start of the pandemic appeared to have a protective effect on the association between family income loss and child well-being, which has wider implications for policy on child poverty.

Keywords
COVID-19, pandemic, economic resources, financial strain, child well-being, family relationships, homeschooling

New research, conducted by the ESRI and funded by the Arts Council, shows that young people become less involved in cultural activities as they prepare for the Leaving Certificate and leave school. Using data from the Growing Up in Ireland study, the report charts a decline in reading for pleasure and taking music/drama/dance lessons between 13 and 17 years of age.

This report uses data collected on Cohort ’98 of the Growing Up in Ireland (GUI) study at 9, 13 and 171 years of age to examine the individual, family, peer, school and neighbourhood factors associated with adolescent behaviour patterns. The study adopts a multidimensional approach and draws on multiple informants, looking at six types of behaviour. Externalising behaviour relates to conduct (‘acting out’) and concentration difficulties. Internalising behaviour relates to negativity directed towards the self (i.e. mood or emotional difficulties) and difficulties interacting with peers, while prosocial behaviour is an indicator of positive development, reflecting positive interaction with others. All three are measured using the Strengths and Difficulties Questionnaire (SDQ), are based on reports from the primary caregiver (usually, the mother2) and are therefore likely to capture behaviour within the family or home context. Behaviour at school is captured using information on school-based misbehaviour (such as ‘messing’ in class) and on truancy, reported by the young person themselves. Antisocial behaviour, also based on the young person’s report, reflects behaviour in the wider community (such as graffiti or damaging property). The study addresses the following research questions: 1. What patterns of (mis)behaviour are found among young people at 9, 13 and 17 years of age? To what extent do these patterns relate to differences in family resources, namely, social class, parental education and household income? 2. To what extent does adolescent behaviour reflect the social mix of the school, over and above the effects of individual family background (including parental education, income and social class)? 3. To what extent does adolescent behaviour reflect the social composition of the neighbourhood, over and above the effects of individual family background? 4. What family, peer, school and neighbourhood factors help to reduce the incidence of behaviour difficulties among young people?