This overview of second-level education in Ireland in 2024 looks at the main issues, developments, and challenges in the sector, providing historical context for the current state of Irish post-primary education. Among the topics addressed are updates to curriculum and guidelines, smartphones, grade inflation, inclusion, and student participation.

Leaving Certificate reform dictates that all subjects implement an additional assessment component(s), to be worth at least 40% of the available marks. Generative artificial intelligence (GenAI), while potentially transformative, is limited by certain factors, including how students use it. Though there is no concrete evidence that GenAI can achieve maximum marks with shallow engagement, this article argues that 40% assessment for projects is too high in light of GenAI.

As the Irish education system undergoes reform, a recent study at the Economic and Social Research Institute provides a timely opportunity to assess how students across different school contexts are faring. This article focuses on two themes from the findings: how school social mix shapes student experience, and how students are experiencing the revamped Junior Cycle programme.

The lack of consensus on a definition of wellbeing makes implementation of a wellbeing policy and framework in schools more difficult. This article explores the problem by reporting on the findings of a research study involving a wide range of educational stakeholders. It stresses the importance of a collaborative and agreed definition of wellbeing in the educational context.

This article explores the pilot programme Lasair, designed to support principals and deputy principals as instructional leaders. Lasair aims to provide school leaders with key skills, competencies, and resources in the leadership of teaching and learning, thereby improving school outcomes by creating an environment in which the senior leadership team and teachers engage in conversations and practice to enhance teaching and learning.

Schools should regularly review and update their acceptable use policies (AUPs) to reflect emerging digital trends, cyber threats, and legal requirements. This article reports on a review of AUPs from 32 large schools. It describes common issues, makes recommendations, and points to resources to help schools craft policies that foster a safe, responsible, and inclusive digital environment.

Reciprocal peer coaching is a powerful way to support teacher change and is well supported by research. Yet it remains a relatively new form of teacher professional learning in Ireland. This article outlines a recent pilot programme with teachers, deputies, and principals who explored peer instructional coaching and conferencing and trialled it in their schools. It considers the potential of this support strategy in relation to Ireland’s current educational policy landscape.

This article provides a snapshot of the inclusive education landscape in Irish-medium and Gaeltacht post-primary schools in 2024. It discusses the positive practices in place in these schools, the benefits of this form of education for students with additional educational needs, and the challenges that schools face in meeting the needs of all students.

Internet access means that the days of ‘if we don’t talk about it, it doesn’t happen’ are gone. This article outlines how education on consent and sexual literacy can help young people make informed decisions that respect themselves and others and lead to healthy attitudes and relationships.

WorldWise Global Schools, Ireland’s national Global Citizenship Education programme for post-primary settings, supports hundreds of schools to take a whole-school approach to sustainability and issues of global justice and equality. It considers all pillars of sustainability in its programme – not just environmental but social, cultural, and economic. This article outlines its work and details some of the projects undertaken by schools.

This article looks at curriculum development in upper secondary education in Ireland. It seeks to problematise the partnership model used by the National Council for Curriculum and Assessment, where all voices are not equal. In particular, it focuses on the neoliberal influence on STEM education, where there is an unhealthy focus on qualifications.

The B!G Idea programme, launched in 2021, gives students first-hand experience of combining imagination with logic and the messy, nonlinear nature of real-world problem-solving. It supports teachers and mentors through online resources and a free professional development workshop on creative skills. This article outlines its structure, results, and aims for the future.