Back to School - Prepared by: Stephen Moffatt, National Policy Manager Dr Gráinne Kent, Research and Evaluation Manager, Jodie O'Hara, Researcher
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Back to School
Survey Results
2021
Prepared by:
Stephen Moffatt, National Policy Manager
Dr Gráinne Kent, Research and Evaluation Manager,
Jodie O’Hara, ResearcherBack to School
Survey Results
2021
Prepared by:
Stephen Moffatt, National Policy Manager
Dr Gráinne Kent, Research and Evaluation Manager,
Jodie O’Hara, ResearcherContents
- Introduction ……………………………………………………………. 2
- Profile of parents and children ……………………………………… 3
- Going back to school ………………………………………………… 4
- Parental concerns……………………………………………………... 5
1. Education ………………………………………………………….. 5
2. Behaviour …………………………………………………………. 8
3. Emotional …………………………………………………………. 9
4. Social ……………………………………………………………… 10
5. Physical ……………………………………………………………. 11
6. Accessing support ………………………………………………… 11
- Family difficulties ……………………………………………………… 13
- Back to school costs………………………………………………..... 14
1. Uniforms ……………………………………………………………. 15
2. Books ……………………………………………………………… 16
3. Fees ………………………………………………………………… 17
- Conclusion …………………………………………………………….. 17
1Introduction
The past twelve months have been a tumultuous time for everyone, none more so than
children and parents. Parents continued to juggle work with home-schooling while
children had to deal with the uncertainty of not knowing when, for how long, and under
what conditions they would go back to school.
The findings from our survey show that children are largely happy and excited about
returning to school in September and parents feel likewise. There is an appreciation by
both groups of the fundamental role school plays in all aspects of a child’s social,
educational and emotional development.
However, our survey suggests that some children have struggled to navigate the past
year, being away from school for significant periods and then having to readjust back. As
a result, parents have additional concerns and worries about their children’s
development. Additionally, for many children, the past 12 months has presented their
families with increased challenges and adversity.
The best way of ensuring that children who have had struggles or difficulties achieve their
developmental goals is to provide additional support and help, particularly targeting
those who may have already been struggling to engage with education prior to the
pandemic.
Methodology
For more than a decade Barnardos has been carrying out an online survey investigating
the costs that parents incur when sending their children to school at the start of the
school term. Last year the content and format of the survey was updated to reflect the
effects of Covid-19. This year we further developed the survey to determine the
adversities and difficulties families faced over the past twelve months. It is hoped this will
provide greater context to the circumstances some children have dealt with at home prior
to returning to school, and the support they and their families may have required and
indeed still need. To complement the main survey we have also undertaken a ‘Children
and Young People’s Survey’ which investigates the feelings of school pupils as they
contemplate returning to school this September.
Barnardos rolled out the Back to School Survey 2021 to parents and children across
Ireland. As well as capturing costs, this year the survey focused on capturing parents’ and
children’s thoughts and views about going back to school, particularly in the aftermath of
significant educational disruptions since the pandemic began.
From 14th June to 5th July 1,473 parents completed the survey; 1,023 with children in
primary school, while the remaining 450 respondents’ children attend secondary school.
There were a further 121 respondents to the Children and Young People’s Survey.
2Profile of parent and children
Our analysis shows that responses to the survey came from a cross section of Irish
society, with a representative geographic spread and respondents covering all classes
and years within the primary and secondary school cycles.
• The majority of survey respondents described themselves as being mothers (93%),
while 5% described themselves as being fathers, 1% described themselves as
being grandmothers and an additional 1% were other relatives or carers.
• Parents from every county across the country responded to the survey with just
over half (approximately 57%) describing themselves as living in urban areas.
• Two thirds (65%) were either in full time or part time work, with just under 5%
being unemployed and a further 3% stating they are unable to work 1.
• Just under one in five (19%) described themselves as homemakers which is higher
than the CSO statistics which reported among families with children in Ireland
14% were homemakers.
• Forty two percent reported having a third level degree or higher. This is similar to
the percentage of the population who are reported to have a third level
qualification nationally which is 40%. 28% of survey respondents reported their
highest level of educational attainment as being second level education or below
which is lower than the percentage of the population reporting secondary level
education or below (47%).
• Sixty two percent of parents said they were married, 13% were cohabiting with
partners and just under 20% were lone parent families. Less than 5% stated they
were separated or divorced. The proportion of lone parents is slightly lower than
the percentage of lone parent families nationally which is reported to be 25%.
• The children of the parents who responded to the survey attended an even mix of
all school classes and years across primary and secondary school, and attended
the full range of schools, including religious (59%), non-denominational (17%),
DEIS (11%), Gaelscoils (7%) and fee paying (3%).
• Just under one fifth (19%) of parents said that their child had special educational
needs. Over half (55%) of parents who reported their children to have special
educational needs reported to be on a waiting list for assessment or support.
1
This is similar to the CSO statistics which reported that among families with children in Ireland
67% are at work and 8% are unemployed. Central Statistics Office 2016
3Going back to school in September
Nearly nine in ten (88%) parents of primary school children said their children felt positive
(30% happy and 16% excited) or okay (42%) about going back to school. By comparison,
just under half (48%) of secondary school parents said their children felt okay about
going back, 17% happy and 8% excited.
Over one third of parents (35%) believe their children are more anxious about school
since Covid-19 closures. Interestingly, a similar proportion (38%), believed their children
are actually more excited about returning to school.
Figure 1: How Children are Feeling About Going Back to
School
8%
14%
41%
17%
20%
Happy Don't care Excited Worried Sad
When we asked children themselves, through our children’s back to school survey, 41%
said they were happy, 17% said they were excited and 20% said they didn’t care about
returning to school. Children spoke about looking forward to going back to school
because they felt their “school is safe”, and they would like to “see [their] new teacher
and books”.
Some children were excited to return to school as they prefer it to home schooling,
particularly being able to see their friends:
“Happy to go back to school because home schooling was stressful.”
“Prefer going to school rather than online school.”
“I like to be at home with mam but I like my friends in school also cause I missed
them.”
“I'm excited because I have realised how luck I am to he able to see my friends 5
days a week when your in school but when your at you only get to see them 2-4
times a week.”
However, our survey suggests that 17% of parents (13% primary school and 26%
secondary school) believed their children feel worried or sad about going back to school.
This increased to 24% for parents who reported their children to have a special
educational need.
4Children who filled in our children’s survey who felt negative about returning to school
spoke about feeling worried or anxious, disliking school and having concerns about
Covid-19 and their health. For some children, the uncertainty about Covid-19 made them
worry about their return to school.
“The uncertainty of what will come and the lack of definitive information makes
me worried thinking about school in September.”
Parents stated that they themselves felt ok with children going back to school in
September. Forty percent suggested they are happy about their children returning to
school, 28% okay, 26% a little worried and 6% very worried. However, 62% of secondary
school and 56% of primary school parents stated they were still concerned about the risk
of Coivd-19 infection in school.
Parents talked positively about schools having implemented significant precautions
against Covid-19 to ensure most parents feel comfortable with children returning to
school. Parents understand the importance of school, both for their child’s wellbeing and
development. Outside of the home, it is the main place for socialising and learning.
Children want to go there to be with friends and to learn and parents understand and
appreciate that in most cases it is the best place for them to be.
Parental concerns
Parents have told us that they want school to help their children to positively develop and
grow across all aspects of their lives, educationally, behaviourally, emotionally, socially
and physically.
1. Educational
The majority of parents, 74 %, believe their children are ready to move into the next year
of school, only 12% stated they were not. This speaks to the great efforts that teachers,
schools, parents and children themselves have made to continue learning throughout the
pandemic.
However, only 51% of parents of children with special educational needs felt that their
children were ready to move into the next year.
Sixty-three percent of parents (60% primary school and 69% secondary school) said they
were worried about the educational development of their child. This echoes findings from
a Central Statistic Office survey last year which found more than four in ten (41%)
respondents with children in primary school and 46% of respondents with children in
secondary schools reported that school closures had a major or moderate negative
impact on their child’s learning 2. Some respondents to our survey were so concerned
about their child’s educational development they felt considerable catch-up support was
required.
“My daughter is now even further behind classmates academically, particularly her
literacy and is well aware so it is frustrating for her and impacting her self-
esteem”.
2
Central Statistics Office (2020) Social impact of Covid-19 Survey August 2020: The reopening of schools
CSO 2020 https://bit.ly/2Roftei accessed 13 September 2020.
5“Would prefer my children just repeat this year. My 7 year old has had a total of
18 months desk time in front of a teacher. They’re behind 7 months of time and
a year of actual learning. They need another year of catch up.”
Children themselves expressed concerns about their own educational development:
“I'm worried about not being that good at reading any more. I’m worried because
the teacher might ask me a question and I wont know the answer and I'll be
embarrassed.”
“Very far behind on school work. I’m afraid of failing and letting family and
teachers down.”
The Government provided funding up to €40 million for the provision of expanded summer
education programmes for pupils with complex special educational needs and those at
greatest risk of educational disadvantage 3. Additionally, Education Minister Norma Foley
has confirmed that the Department for Education is working on a multi-million-euro
‘catch-up’ fund to help pupils make up the loss of learning during Covid-19. It has been
maintained that extra resources will be provided to schools in the autumn and they will
have discretion to decide how best to use them 4.
- Time spent learning
Nineteen percent (23% primary school and 9% secondary school) of all parents reported
their child spent less than an hour a day engaged in learning activities during lockdown.
The reasons for this include not having access to appropriate quiet space and living in
cramped and overcrowded conditions. Our children’s survey found 20% of children to be
in this position.
“Not being able to complete tasks and learn in class is a risk to children's
confidence. I am concerned about the impact this will have on my child moving
forward with education. If she has negative feelings towards education due to the
pandemic now, these may curtail or hinder her future development.”
“My child missed the majority of 3rd class and I feel she is definitely not ready to
go on to fifth class in Sept. She covered 4th class but really struggled and did not
do well in end of year tests. We feel so guilty that we could not provide
educationally for her during the lockdowns.”
“The lockdown children have special needs now too. Environment wasn’t
conducive to learning it just helped them not go backwards. Extra time in school is
needed to recover social, educational & personal skills.”
Given the extended length of time schools were closed some children may have missed
significant amount of learning compared to some of their classroom peers. Recent
3
Department of Education 11 May 2021 Ministers Foley and Madigan announce expanded
summer provision for pupils with complex special educational needs and those at greatest risk of
educational disadvantage - Department of Education and Skills
4
Education Minister Norma Foley confirms catch-up fund for schools to make up for pupil learning
loss - Independent.ie
6research has found that children from disadvantaged families are more likely to have
suffered ‘learning loss’ as a result of the pandemic restrictions 5.
Figure 2: Primary School Parents Time Spent Learning at Home
During Lockdown
3% 1% 6%
19% 17%
54%
less than 30 minutes 30 minutes to an hour 1-3 hours 3-5 hours 5-7 hours More than 7 hours
Figure 3: Secondary School Parents Time Spent Learning at Home
During Lockdown
6% 4% 5%
24%
28%
33%
less than 30 minutes 30 minutes to an hour 1-3 hours 3-5 hours 5-7 hours More than 7 hours
- Access to technology
The vast majority of parents said their children had access to the right technology and a
reliable internet connection for home-schooling. Eighty-three percent of children surveyed
said they had the technology and materials necessary to do online lessons/school work,
72% said their internet connection was good. Significant efforts were made by schools
and local services to provide families and children with these items who did not have
them at the start of the pandemic.
However, 10% of parents said they still struggled to provide their children with the right
technology and access to the internet. We know that this was considerably higher across
certain communities, in particular for parents who were not in employment (22%) and
those who are students themselves (33%). Similarly, only 59% of unemployed parents
5
Darmody, M. Smyth, E. and Russell. H. (2020).The Implications of the Covid-19 pandemic for
policy in relation to children and young people. Dublin: ESRI.
7reported having a reliable internet connection. This meant these children might not have
been able to engage effectively with home schooling for over half a school year.
- Supporting home learning
Sixty percent of parents still said that they found managing technology for online learning
difficult. Interestingly, this number increased from just over 48% in our survey last year.
Parents were expected to instantly understand various forms of hardware and software in
order to enable their children to learn.
Our survey results showed that many parents found it difficult to provide a quality home
learning environment for their children with only 48% of parents reporting to feel
confident supporting their child's learning in the home and only 54% stating to have the
knowledge and skills to support their child's learning.
Figure 4: Parents Experiences Supporting Learning at Home
70
% of Parents Agree/ Strongly Agree
60
50
40
30
20
10
0
Difficulty managing technology Confident supporting home Knowledge and skills to support
learning child's learning
Fifty-seven percent of parents who had a degree/postgraduate said they felt confident
supporting home learning and 67% said they believed they had the skills and knowledge
to do so. In comparison, the figures for parents who reported no formal
education/primary/secondary level education as their highest level of educational
attainment were 41% and 38% respectively.
2. Behaviour
Over 30% of parents of all schoolchildren stated they are concerned about their
children’s behaviour and their ability to follow school rules and structure when returning
to the classroom. However, this number increased to 50% for parents of children with
special educational needs.
Parents were particularly worried about their children being able to comply with rules and
cope with routines.
“My sons start to school has been so tumultuous. He hasn’t had any consistency
and has had trouble making friends and socialising. As a result he’s stressed and
sometimes lashes out.”
8“Just the worry of returning to the school environment, complying with rules and
having to be social again.”
This was an area that children also expressed concerns in:
“I don’t have a clue what’s happening in class anymore. I am worried I will get in trouble”
“Not sure I will be able to get back to the routine of study and learning.”
Twenty-four percent of parents are concerned that their children may not want to return
to school in September. Forty-seven percent of parents who expressed concerns about
the behaviour of their children were worried about their child not wanting to return to
school. Our results suggest that parents facing difficulties and experiencing disadvantage
themselves were more likely to be concerned about their children not wanting to return to
school with 35% of parents with children in DEIS schools, 36% of lone parents and 42% of
unemployed parents concerned about their children not wanting to return to school.
Leaving school early can have a significant impact on a child’s future. For example, an
early school leaver is three times more likely to be unemployed than the general
population aged 18-24 6.
Earlier this summer the Department of Education published its Statement of Strategy for
2021-2023 7. One of the stated goals is to ensure equity of opportunity in education. A
strategic action under this goal is to help students at risk of educational disadvantage to
access appropriate education resources and support improved outcomes, through
ensuring early identification of supports for students who are at risk of disengaging from
school.
3. Emotional
In total, 63% of parents said they were worried about their children’s emotional
development how they feel, their coping skills and their ability to talk about their
emotions.
More than half of parents (53% primary school and 67% secondary school) were worried
about their children’s stress when they were asked about their children returning to
school.
Over half of parents (56%) reported being worried about their children’s anxiety (53%
primary and 64% secondary) and just under half (49%) were worried about their low
mood (46% primary school and 57% secondary school).
6
Social Justice Ireland (2020). The impact of early school leaving https://bit.ly/2SrtI2s
7
Department of Education Statement of Strategy 2021-2023
9Figure 5: Parents Concerns about Emotional Development
80
70
60
% of Parents Concerned
50
40
30
20
10
0
Emotional Development Stress Anxiety Low mood
Primary school Secondary school
Missing significant periods in school has impacted some children’s confidence. As one
parent said their…
“…Daughter is anxious about starting new school and not confident in her abilities
after missing most of 5th class and some of 6th class.”
“My child suffers terribly with anxiety & doesn’t like to leave the house for
anything! It’s like ww3 to go for a walk! On returning to school last April, his
anxiety was manifesting in physical.”
“This year has been incredibly changeable and unpredictable, which has caused
stress and anxiety within children”.
Prior to the onset of Covid-19 there was rising levels of anxiety in schoolchildren linked to
their parents’ working lives, family breakdown and the stress of standardised testing 8.
However, some stress and anxiety among children may be related to increased concerns
about Covid-19.
“I’m worried about my child’s mental health. Lockdown was very stressful for her
and she has lost a lot of confidence in herself. She struggles to connect with the
children in her class as most of them were allowed to socialise with their friends
despite the restrictions and she feels left out.”
“I think more focus and time needs to be given to the child mental health and well
being, they have missed so much of school and interaction with peers etc.”
4. Social
Just under half of primary school parents (49%) and 56% of secondary school parents
stated they are concerned about their children’s social skills when thinking about their
return to school, their peer relationships and their ability to interact with others. Fifty-one
8
Devine, D.; Symonds, J., Sloan, S., Cahoon, A., Crean, M., Farrell, E., Davies, A., Blue, T. & Hogan, J.
(2020). Children’s School Lives: An Introduction, Report No.1, University College Dublin.
10percent of parents were worried about their child’s loneliness (47% primary school and
58% secondary school). It is clear parents are concerned that the extended time spent
away from schools has reduced their children’s social interactions and as a result the
development of their social skills.
“The restrictions around mixing in school setting is limiting his interactions with
other pupils and in forming new friendships.”
“Child does not mix as well as she use to, lives more in her own bubble, I worry
about social skills and separation anxiety”.
“I worry for my sons social skills. He can be over familiar with kids he meets as he
is afraid he won’t ever meet them again - if we have another lockdown.”
“Social skills are non exist ant and can't afford summer camps.”
“Not all children have had the opportunity to socialise during the pandemic. The lonely
kids are forgotten and struggling.”
Figure 6: Parents Concerns about Social and Physical
Development
70
60
% of Parents Concerned
50
40
30
20
10
0
Social skills Loneliness Physical health Diet
Primary school Secondary school
5. Physical
Forty percent of parents overall expressed concern about their children’s physical health,
although interestingly this was higher for parents with secondary school children (48%).
The high numbers might be a reflection of activities being shut for long periods and
potentially lack of access to open spaces for certain groups of children. A similar
percentage (41%) were concerned about their children’s diet and exercise (38% primary
school and 50% secondary school).
6. Help and support
Just under two thirds of parents (64%) stated that their children will need educational,
psychological, wellbeing or social supports on return to school. Figure 7 and 8 display the
responses parents gave when asked “What supports, if any, do you feel your child will
need returning to school?”. It should be noted, that respondents were asked to select
their priority for their child.
11Figure 7: Primary School Parents Supports their Child will
Need on Return to School
Educational
I don't think my child 28%
will need support
37%
Other Wellbeing
2% 18%
Psychological
7% Social
8%
Educational Wellbeing Social Psychological Other I don't think my child will need support
Figure 8: Secondary School Parents Supports their Child will
Need on Return to School
I don't think my child
Educational
will need support
26%
27%
Other
1%
Psychological
14% Wellbeing
24%
Social
8%
Educational Wellbeing Social Psychological Other I don't think my child will need support
Unfortunately, 49% of parents are not confident that these support needs will be met on
return to school, potentially as they believe there will be increased levels of demand and
that their schools may not be able to meet it.
“While my younger son does not have additional educational needs he has fallen
significantly behind due to lockdowns and there does not seem to be any
additional supports to help them catch up”.
12As outlined above, approximately 90% of parents expressed concerns about some aspect
of their child’s development needs. Two thirds of parents (66%) said that when they have
worries about their children they know where to go for help and support for them and
how to access it. Unfortunately, that means that one third of parents (34%) do not know
where to go.
“Parents need more support too. Although often experts in their children’s needs,
they need greater resources that they and their children can turn to”.
This is particularly concerning given the fact so many parents have felt isolated and
without social supports over the past 12 months, which we outline in more detail below. It
is important that parents don’t deal with these worries alone, that there are services
available for them to go to get advice on accessing support for their children and equally
important, that all groups of parents know how and feel confident in availing of them.
Family difficulties
Research has found some parents during the lockdown appreciated being able to spend
more time with their children 9 and feel more connected to their children 10.
However, it has also presented some families with significant challenges and difficulties.
Our survey looked at the prevalence at which families faced certain adversities over the
past twelve months to provide greater context to the circumstances some children have
dealt with at home prior to returning to school, and the support they and their families
may have required and indeed still need.
Half of parents (52%) said that their families had experienced mental health difficulties
over the past year, while the majority (84%) dealt with increased stress. Parents who
reported their children to be on a waiting list for assessment/supports reported higher
levels of stress (92%). Fifteen percent of families had to deal with increased substance
use and 19% with job loss. In addition to these issues, half of parents (50%) reported
tensions at home (Barnardos’ 2020 Covid-19 survey found that only 27% of parents
reported tensions at home 11).
“Home schooling placed significant time pressure on us to both work and support
schooling for 5hours per day. This didn’t help tension at home when both parents
are struggling working.”
Fifty-four percent of parents experienced financial concerns, 31% sickness and just over
one quarter (26%) a bereavement. Fifty nine percent of parents reported feeling isolated
over the course of the past year and 48% stated they lacked social support.
“We are struggling financially - I’m a single parent and had to give up my car. It’s
been a tough year.”
9
Behaviour & Attitudes/RTE State of the Nation survey (October 2020)
10
Mental Health Ireland Home Schooling (March 2021)
11
Barnardos Covid-19 Impact Survey (2020)
13Figure 9: Family Experiences of Adversities over the Past 12
Months
90
80
70
% of Parents
60
50
40
30
20
10
0
Family difficulties
It is clear that nearly all families faced increased hardship over the past 12 months in
some shape or form. Only seven percent of families said they did not deal or face any of
the issues outlined above. However, the proportion facing these issues varied across
different background and demographics, potentially showing groups and communities
with the greatest need for support.
A higher percentage of adversities were reported among unemployed parents who were
more likely to report financial concerns (82%), a lack of social support (66%), job loss
(45%), sickness (54%), homelessness (11%) and tensions at home (62%). Lone parents
were more likely to experience a lack of social support (67%), financial concerns (75%),
mental health difficulties (60%) and sickness (78%).
A substantial proportion of parents who faced these difficulties (35% secondary school
and 27% primary school) felt that these issues will have a negative impact on their child
returning to school.
“Hard to support the child when so little support yourself.”
“From March 2020 everything has been heightened and everyone is living with a
higher level of stress and living in a hyper vigilant state this will undoubtedly affect
my child's learning and well being.”
“All of covid my anxieties and worries have been passed on to him.”
“That child may pick up on my stress about money and in turn may not want to
return to school.”
“She sees me upset and worried and it causes her stress via nightmares and
anxiety. Direct link noted, causing me to try to hide my feelings.”
“Children adapt but they also soak everything in like little sponges. They see and
hear everything at home, even when we try our best to shelter them from adult
14conversations etc. Then they carry this with them on top of their worries & the
covid anxiety.”
“Children can sense the worry although it might not be expressed, my children
know things are tight financially and I suppose this cause concern in them and
they have become anxious with an inability to sleep at times.”
“Financially we have been hit hard so the isolation of the pandemic has been very difficult
and stressful for us all. While we’ve tried not to let the stress seep through to the children I
fear it has and is showing up as anxiety in our 9 year old boy.”
Back to school costs
“Our education system is way too expensive, the back to school allowance definitely
doesn't even half cover the expenses of primary school kids, even with a book rental
scheme. I dread this time of year even more than I dread Christmas time.”
Half of the parents surveyed (51%) said they were concerned about the cost of returning
to school (48% primary school and 58% secondary school). Seventeen percent of primary
school parents and 19% of secondary school parents said they borrowed money to pay
for back to school costs. One third of all parents said that meeting costs this year will be
made more difficult as a result of Covid-19.
“The stress of trying to afford sending children back to school, the financial impact
and trying not to run out of money.”
“Financially I'm barely making ends meet on a weekly basis and now I have to
think about new uniforms books book rental lunches.”
“Just dificult paying for my 3 sons to go back to school and then trying to save for
Christmas.”
Table 1- Basic School Costs
Primary school Secondary school
Uniform €116 €184
School books €101 €201
Voluntary contribution €79 €127
Classroom resources €40 €61
Total €336 €573
- Uniforms
Uniform costs continue to be a considerable portion of parents’ overall spend to send
their child back to school, which some parents struggle to afford.
“He will have to return to school with a uniform that has stains as I can't afford to buy a
new one.”
The costs reported by parents of primary school children have come down from €135 in
2020 to an average of €116. The costs reported by parents of secondary school pupils
have also decreased from €215 in 2020 to €184.
15Although the reported costs reduced substantially, 57% of parents (52% primary school
and 65% secondary school) said their costs had increased. Less than 1% of primary
school and secondary school parents said their costs had fallen from last year. The vast
majority (67%) believe that the increase was due to the shop increasing the price.
In 2017, the Department of Education recommended 12 that schools should reduce the
costs associated with uniforms by opting for iron or sew on crests on school uniforms and
wherever possible, choosing generic rather than branded items, including uniforms.
Despite this, 79% of parents (75%primary school and 91% secondary school) said their
children’s uniform was school crested/branded.
“Financial concerns paying for uniform as colour only available in 1 shop so unable to
pick up cheaper options. Also both require specialist footwear.”
Forty two percent of parents said they had applied for the Back to School Clothing and
Footwear Allowance, 80% of whom said they were successful, showing it is a vital support
for many families taking the survey. However, for many parents it does not cover the full
cost of returning to school.
“The back to school grant is a huge help and we really appreciate it but it does
not by any means cover the cost of what they need for school and the school
fees.”
“The back to school and footwear allowance doesn't even cover half of the cost of
return to school, and single working parents are being told no you don’t qualify
because you earn €10 more than is allowed.”
“Will get back to education allowance but won't stretch to school books and
clothes /shoes.”
- School books
Books remain a significant cost for parents at the start of the school term. The average
cost for primary school books is €101 (€110 in 2020) and the average cost of secondary
school books is €201 (€225 in 2020). Just over half of parents (52%, 53% primary school
and 48% secondary school) said the cost of their child’s books had increased since last
year.
“I really think school books should be printed and same edition so they can be
passed down through families or sold on to buy more schoolbooks.”
12
Department of Education and Skills (2017) Circular 0032/2017. Available:
https://www.education.ie/en/Circulars-andForms/Active-Circulars/cl0032_2017.pd
16Figure 10: Primary School Figure 11: Secondary School
Parents Change in Book Costs Parents Change in Book Costs
2%
6% 11%
5%
39% 36%
53%
48%
Not changed Increased
Decreased Don't know No change Increased Decreased Don't know
Barnardos welcomed the announcement of a free schoolbooks pilot scheme 13 made by
the previous Government in Budget 2020. Barnardos would like to see this expanded
upon until ultimately all children in school in the Republic of Ireland being able to benefit
from free school books.
This year the availability of school book rental schemes remains inconsistent with not all
schools run book rental schemes. For those that do, different items are included, and
parents are charged different amounts. Almost three quarters of primary school parents
said their school operated a rental scheme while less than half of secondary schools did.
Parents in primary school pay an average of €60 (up from €50 in 2020), while parents of
secondary school pupils pay €111 (down from €115 in 2020) on the schemes.
- School fees
Seventy-two percent of parents (68% primary school and 78% secondary school)
reported being asked for a voluntary contribution. This can add significant pressure on
parents as schools mainly seek the payment in September on top of all the other
expenses.
This year the average amount being paid by primary school parents as a voluntary
contribution is €79 (€80 in 2020) and the average amount paid by secondary school
parents is €127 (€125 in 2020). Over 75% of parents said the amount of voluntary
contributions had not changed last year.
13
Department of Education Circular 0046/2013
17Figure 12: Primary School Figure 13: Secondary School
Parents Amount Paid in Parents Amount Paid in
Voluntary contribution Voluntary contribution
6% 14%
18%
16% 200
36%
42%
“Voluntary" contributions should be banned. They place too much financial
pressure on parents and there is very little transparency re: how the money is
spent.”
Some parents are asked to pay a registration fee to their child’s school. The Education
(Admission to School) Act 2018 prohibits charging such a fee. Despite this, a total of 22%
of respondents indicated that they were required to pay a registration fee. Registration
fees are less common in primary school, with 13% of primary school parents reporting
being required to pay one compared to 41% of secondary school parents.
In addition to the costs above, 60% of parents (61% primary school and 57% secondary
school) paid towards classroom resources. The average paid by primary was €40 and €61
for secondary.
Conclusion
The majority of children and parents are looking forward to returning to school in
September. However, there are significant concerns around the educational development
and behaviour of children, particularly for those who spent limited time learning at home
while schools were closed and children facing disadvantage prior to the pandemic.
Parents are also very concerned about the emotional wellbeing of their children and their
social skills.
Parents stated their children are facing additional levels of need and therefore require
additional support. Unfortunately, many don’t believe they will receive that support in
school.
Our survey also found that nearly all families have faced considerable increased
difficulties and hardships over the past 12 months. From our work supporting parents and
children facing hardship it is clear that children are never oblivious to tensions and
hardships in the home. Parents are aware that these issues may have had an impact on
their children’s wellbeing and ability to engage with learning.
18It is clear that a considerable portion of children and families are in substantial need of
support. However, not enough has yet been done by the Government to provide or set out
a plan for providing additional support, to help children and families as we move further
away from lockdown and pandemic restrictions and begin to look to the future. Below we
set out steps the Government should take to address this.
Recommendations
Covid-19 recovery
As stated above, Norma Foley, Education Minister, indicated earlier this summer that the
Department for Education is working on a funding programme to help pupils make up for
learning lost during Covid-19. This programme must:
- Set out how the Department for Education is going to address the longer-term fall
out of the pandemic on the educational development of children within this
country must be published before schools return in September.
- Address additional support needs of children returning to school, providing
schools the autonomy and flexibility to respond effectively to the individual level
of need in their school and determine the support required. The plan must be
effectively communicated to parents.
- Tackle increased anxiety and stress among school children. Presently there is
minimal mental health and counselling support available to children within
schools. Schools should be given additional resources to access or provide
emotional wellbeing and mental health supports.
Educational disadvantage
The Department of Education’s Statement of Strategy 2021-2023 specifically looks to
address educational disadvantage. As the Department begins to implement the strategy
and develop action plans it must:
- Focus on children most impacted by school closures, particularly those living in
disadvantaged communities and experiencing educational disadvantage prior to
the pandemic.
- Concentrate on children at risk of disengaging from school, both in DEIS and non-
DEIS schools.
- Support schools in the development of positive behaviour management policies in order to
support children presenting challenging behaviour and help ease and encourage them back
into education.
Family and parental support
We know from experience that some families need support to help them overcome
adversity and address issues in their lives which might be impacting their children. Family
support can help families with parenting issues such as routines and challenging
behaviour that have a direct impact on how children engage with education and schools.
19- With more families facing challenges and difficulties over the past year there is a
greater need for personalised family support. Enabling families to access this
support will require significant government commitment and additional resources.
Back to school costs
The overall cost of sending a child to school remains high and presents parents with
substantial additional stress every year. Covid-19 has compounded those stresses for
some. Based on the views and experiences parents shared with us through the survey we
suggest the government:
- Equalise the threshold for Back to School Clothing and Footwear Allowance for
one and two parent families and restore the amount paid to 2010 levels.
- Restore capitation rates to 2010 levels and end ‘voluntary’ contributions in non-fee
paying primary and secondary schools.
- Ensure school’s Board of Managements’ adherence to the Department of
Education circular re school uniform policy to take tangible measures to reduce
the cost for parents.
20Barnardos’ vision is a
country where no child has
to suffer and every child
is able to reach its full
potential.
Barnardos’ mission is to
deliver services and work
with families, communities,
and our partners to
transform the lives of
vulnerable children who
are affected by adverse
childhood experiences
Visit our website www.barnardos.ie
or contact our national office at:
Barnardos,
Christchurch Square,
Dublin 8.
T: 01 - 453 0355
E: info@barnardos.ie
Registered Charity 6015
Charity Reg 20010027.You can also read
