Wellbeing in Irish primary schools: an exploration of educator experiences of the three-tiered continuum of support framework in supporting pupil wellbeing needs

Abstract

This study explores the experiences of school principals, class teachers, and special education teachers in implementing the three-tiered Continuum of Support framework (CoS) to address pupil wellbeing needs in Irish Primary Schools (Department of Education and Science , 2006). Guided by the second generation of the Cultural-Historical Activity Theory (Engeström, 1987), the research questions aim to explore the dynamics between these key educators and the components of the CoS, emphasising areas of tension, collaboration, and opportunity. Employing a mixed-methods sequential explanatory design, an online survey was first used to gather quantitative data from a national sample (N=136). The descriptive statistics obtained were utilised to inform the subsequent qualitative phase. Semi-structured interviews were conducted with a subsample of nine participants across various educational contexts and analysed using reflexive thematic analysis (Braun & Clarke, 2021). The findings revealed insights into existing wellbeing support practices and potential areas for improvement. Opportunities for a more inclusive support system in Irish primary schools are identified, contributing to evolving policy and practice discussions for students with wellbeing needs. By highlighting educators' experiences, this study identified actionable areas for consideration and improvement. It adds valuable perspectives to discussions on effective multi-tiered support on the ground, fostering holistic pupil development within a supportive educational environment.