ESRI report and coeducational schools

Sir, – Carl O’Brien highlights that one of the findings of the Economic and Social Research Institute (ESRI) study on the voluntary secondary sector in Irish education is that 61 per cent of students have a preference for coeducational schools (Education, April 30th).

I hope that this wouldn’t be construed to imply that students in single-sex schools are unhappy with where they currently are. Many students thrive and are very happy in single-sex schools but if you ask teenagers in general about mixing with the opposite sex, I think you would get a similar positive response to that given in the study from the second- and fifth-year students in each of the 21 schools surveyed.

The theoretical sampling process in the ESRI study ensured diversity in terms of school type, gender mix, denomination, size and location. Another factor to consider might be the demand for admission into the school and how that might influence desire and choice. For example, students in a heavily oversubscribed single-sex school might prefer that school than another type of school because of the school’s identity, ethos, traditions, etc.

On the other hand, should a single-sex school be struggling for numbers, the attraction to coeducation could be more about school survival, rather than any other factor.

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In terms of curriculum, the ESRI study found that gender differences persisted in the subjects available to students and in their subject choices. This in many cases is simply beyond the control of the school because of the resource-intensive nature of certain subjects. This could be easily addressed, however, by immediate Department of Education funding of fully equipped home economics kitchens in single-sex boys’ schools, for example, where there would be a strong demand for the subject.

The study went on to highlight how crucially more investment is needed and that school infrastructural deficits and teacher supply problems are impacting the capacity of schools to offer a diversity of curricular and extracurricular activities. In addition, school leaders highlighted the considerable demands being placed on them across the multiplicity of roles they play – administrative, financial, human resources, industrial relations, infrastructural and the need for greater administrative and leadership supports.

Just how many more studies or reports are required to justify full and proper investment in our schools, regardless of their type? – Yours, etc,

JOHN McHUGH,

Principal,

Ardscoil Rís,

Dublin 9.