BUILDING INCLUSIVE CLASSROOMS: A PATH TO EDUCATIONAL EQUITY IN NORTHERN IRELAND
In a society navigating the legacy of division, education has a vital role in shaping inclusive futures. In Northern Ireland, minority ethnic students and their families often face unique barriers in schools, including challenges in access, integration, and cultural representation. Recognizing these issues, Dr. Rebecca Loader and her team at Queen’s University Belfast undertook a transformative research project funded by the Nuffield Foundation. Their work sheds light on the experiences of minority ethnic communities within Northern Ireland’s education system, offering a roadmap for more equitable and inclusive practices.
Research Challenge
BREAKING BARRIERS: THE CHALLENGE OF INCLUSIVITY
As Northern Ireland’s demographic landscape diversifies, its education system must adapt to meet the needs of minority ethnic students. These pupils often experience inequities such as difficulties in accessing appropriate schools, exclusion from cultural or social activities, and a lack of representation in classroom materials. While education in Northern Ireland has been extensively studied in the context of inter-community division, the specific experiences of minority ethnic families have largely been overlooked. This research sought to fill that critical gap by focusing on their day-to-day realities within schools.
Our Approach
LISTENING AND LEARNING: THE RESEARCH PROCESS
Dr. Loader and her collaborators—Dr. Erika Jiménez, Dr. Aisling O’Boyle, and Professor Joanne Hughes—used qualitative methods to explore the perspectives of children, parents, and educators. Conducted between 2021 and 2023, the study investigated four key aspects of the educational journey for minority ethnic students:
1. Admissions: Exploring obstacles families face in navigating the school applications process.
2. Integration: Examining peer relationships and daily experiences in school settings.
3. Parental Engagement: Assessing how schools communicate and collaborate with families.
4. Curriculum Inclusivity: Evaluating whether course materials adequately represent diverse cultures and histories.
The research prioritized accessibility and inclusivity in its methodology, with findings published in multiple languages and formats, including tailored versions for children and parents.
This research represents a critical step toward addressing educational inequities for minority ethnic groups in Northern Ireland. However, it also points to a broader global challenge: ensuring that education systems in divided societies foster inclusivity and belonging. The work of Dr. Loader and her team serves as both a local intervention and a global example of how research can drive meaningful change.
What impact did it make?
MAKING AN IMPACT: A CATALYST FOR CHANGE
The findings of this research have sparked significant conversations among educators, policymakers, and community leaders. The team launched their final report in June 2023, accompanied by a suite of accessible materials tailored to diverse audiences. These included simplified versions for younger readers and translations of research summaries in Arabic, Lithuanian, Polish, Portuguese, and Romanian, ensuring the research resonated across communities.
By amplifying the voices of minority ethnic families, this project has already influenced policy discussions and informed new initiatives aimed at fostering inclusivity in schools. Educators have used the research to inform anti-racism interventions.
Our impact
Impact related to the UN Sustainable Development Goals
Learn more about Queen’s University’s commitment to nurturing a culture of sustainability and achieving the Sustainable Development Goals (SDGs) through research and education.
