DISRUPTING INEQUALITY: EVALUATING THE ROLE OF FAMILY AND SCHOOLRELATED FACTORS IN THE EDUCATIONAL OUTCOMES OF IRISH STUDENTS WITH SE

Abstract

This study explores the impact of special educational needs (SEN) identification in primary school on the post-school outcomes of young people in Ireland, using data from the Growing Up in Ireland study. The study analyzes the influence of personal and contextual factors, particularly family, teachers, friends, and school, on early school leaving and post-school planned pathways. Results indicate that, although young people with SEN are at greater risk of early school leaving and less likely to attend higher education, childhood SEN status is no longer a significant factor in these outcomes after accounting for personal and contextual factors. Rather, students with SEN experience increased economic vulnerability and attend schools with a socioeconomically vulnerable profile. The study highlights the importance of an ecological understanding of young people's trajectories and the cumulative disadvantages they face in shaping key educational outcomes, suggesting efforts to support retention and pathway planning must incorporate a more supportive and inclusive school culture that reduces inequalities