The educational landscape in Ireland has changed considerably in recent years, not least at primary level. This overview looks at the major themes, developments, and challenges in the sector this year, including teacher supply and shortages, curriculum change, wellbeing and mental health, and diversity and inclusion.

This article, written by the four members of the advisory panel supporting the redevelopment of the primary school curriculum, explores the key features, concepts, and ‘big ideas’ in the Primary Curriculum Framework, as well as the opportunities and challenges inherent in the curriculum change process.

The inspection of early learning and care settings and schools affects children; it is therefore a matter about which they are entitled to have their views sought, listened to, and taken into account. This article outlines the rights-respecting approach taken by the Department of Education Inspectorate in working with children. The approach gives them an opportunity to express their views about the quality of provision they experience and plays an important role in advocating for children’s rights in schools and settings generally.

This article profiles the complex, evolving role played by religion and belief in the context of sociocultural changes impacting on Ireland’s denominational primary school system. Recent research indicates that the religious and belief self-identification of initial teacher educators and primary school teachers is complex and fluid. The article focuses on the challenges that teachers may face as they teach Religious Education.

‘Duty of care’ is a familiar term in our vernacular, but its full import and mechanics are not always clearly understood. This article outlines the scope of this legal concept and provides insights into what schools and teachers can do to discharge this duty and avoid negligence claims.

This article tells the story of how displaced Ukrainian children have settled into an Irish primary school and embraced the opportunities and learning in the Irish education system. It reports the opinions of teachers on their in-class experiences with newcomer Ukrainian pupils, and it includes a first-hand account by Olha Hnativ, a Ukrainian teacher who supported and taught our pupils.

This article describes the design and implementation of a programme of interventions to support the development of independent wellbeing skills among younger children in primary education. Teachers used innovative pedagogies that empowered children to become self-directed, self-regulated learners. By reinforcing universal human values through quotes, songs, and stories, the children learned to build on their strengths, take control of their feelings and emotions, and develop their inner moral compass.

This article unpacks the potential of using a small-group parallel instruction model for English as an additional language in Irish primary schools. Drawing on doctoral research findings in the ‘Tell-a-Tale | Inis Scéal’ programme, it outlines current approaches to collaborative (co-)teaching, charts participants’ responses to the small-group parallel instructional model, and proposes future action for policy and practice.

What is the role of children’s voices in ‘student voice’? This article explores the importance of empowering the physical voices of all children through a public-speaking approach to oral language development. If we are serious about realising the concept of student voice in our primary schools, we must enable and empower all students to speak up, speak out to the best of their abilities, and literally have their voice heard.

The European Schools (ES) system had its platinum jubilee in October 2023, marking 70 years of educational provision for the children of EU officials since the first European School was established in Luxembourg in 1953. This followed Ireland’s presidency of the ES and the opportunity to influence the rapidly evolving ES system. This article reflects on how the two educational systems complement each other in language learning, citizenship education, and reflective practice.

This article details the findings of research commissioned by the Irish Primary Principals’ Network and the National Association of Principals and Deputy Principals into the health and wellbeing of Irish school leaders in both primary and post-primary sectors. This research was undertaken in response to concerns that the increasing complexity and workload demands of school leadership roles are impacting on the health and wellbeing of principals and deputy principals.

Grief remains a sensitive and often misunderstood topic in schools, creating additional hurdles for pupils. Educators play a vital role in creating a nurturing school environment that provides empathy and support through understanding and compassion, within appropriate boundaries. This article discusses the grief responses of young people and how we can support them by empowering teachers through understanding.

This article outlines the background to and model of a pioneering initiative with five DEIS band 1 primary schools in Limerick city that seeks to support and promote the integration of migrant families in school and community life.

In 2023 the Educational Research Centre published findings from recent cycles of two major studies that assess pupils’ mathematics and reading skills at primary level. This article describes the studies, summarises their findings, and outlines the implications for educational policy in Ireland.