St. Joseph’s Approach to Reducing Early School Leaving & Avoidance

Overview

St. Joseph’s Secondary School in Rush, Co. Dublin has taken a policy-aligned, multi-layered, and relational approach to address student disengagement and preventing early school leaving. The school demonstrates how national frameworks, in particular Delivering Equality of Opportunity in Schools (DEIS) and Tusla Education Support Services (TESS) can be successfully translated into effective, local practice.

The Challenge

Ireland has significantly reduced early school leaving rates to approximately 4%, but disengagement with education remains a challenge among students who experience complex life circumstances related to socio-economic disadvantage, additional needs, and mental health. St. Joseph’s staff identified a number of risk factors for student disengagement. They include: 

• Inconsistent attendance and school avoidance
• Unmet learning and mental health needs
• Low education expectations in some home contexts
• Difficulties experienced during key transitions.

Simultaneously, our student survey data shows students are largely highly motivated and future-oriented, but experience academic pressure imposed by the Junior and Leaving Cert assessment and varying levels of classroom engagement. 

This highlights an important insight that disengagement is not always linked to a lack of motivation or student circumstances, and can reflect the complex ways in which students and school staff need to interact with the structures and demands of the education system.

The School’s Approach

St. Joseph’s has developed a whole-school prevention model aligned with DEIS and TESS principles. It is focused on reducing attendance and engagement triggers through a coordinated response. This includes: 

• Weekly student support team meetings
• Collaboration with education welfare services
• Proactive engagement with parents and the community

This is a best-practice approach that reflects the recognition that attendance is a key predictor of educational outcomes. 

In-School Relational Support

Relationships and belonging are at the core of the school’s approach. Staff prioritise that every student has access to a trusted adult in the school, and there is alignment with the DEIS and HSCL (Home School Community Liaison) principles that emphasise the importance of relational engagement. Students themselves report high levels of peer connection and sense of school community, have largely positive perceptions of teacher support, and have high levels of motivation to complete their secondary education in St. Joseph’s.

Family & Community Engagement

Building trust with families of students who show early or advanced signs of disengagement with school and education is prioritised by the school. This reflects TESS and HSCL best practice. St. Joseph’s is continuously investing in a relationship model for parental engagement that includes initiatives such as: 

• Informal, ongoing communication strategies with parents and students by the school liaison officer
• Community based meetings and outreach such as evening classes and day trips
• Supporting efforts that reduce barriers to education for families less familiar with the Irish education system

These initiatives have played a key role in positioning the school as a central and supportive part of the wider community. 

Flexible Learning Pathways

St. Joseph’s recognises that the traditional academic routes in the Irish education system do not suit all learners and impacts school engagement for quite a few students. Within the parameters of the national education system, the school actively promotes pathways that provide practical, skills-based and student-centered alternatives. The specific offer of flexible pathways includes: 

• Transition Year (TY)
• Leaving Cert Applied (LCA)
• Gradual reintegration plans for students who have or are at risk of disengagement. 

The school employs a proactive approach to ensure more students have a positive school experience and remain engaged. 

Impact and Value

The whole-school, integrated approach to manage risk of disengagement has several benefits. 

• The potential for student retention has increased as students are highly motivated and have little intention to leave school early
• The school benefits from an improved sense of belonging and wellbeing which are critical protective factors
• Risks of disengagement are identified earlier, leading to increased data sharing and collaboration with primary schools. This enables a focus on prevention rather than intervention
• Student support is delivered through sustained engagement because of stronger school – family relationships

Key Takeaways

St. Joseph’s Secondary School demonstrates how national frameworks can be effectively operationalised in practice. The school aligns with DEIS through targeted support and relational practice, with TESS through attendance and family engagement strategies, and with national early school leaving policy through early intervention and a whole-school approach.

This case study highlights several key takeaways: 

• The importance of early, relationship-based support
• The value of listening to student voice
• The need to offer flexible pathways to better meet diverse learning needs

Overall, the school’s approach reflects the continued evolution of Irish policy, with a growing emphasis on participation, wellbeing, and a sense of belonging for all students.