Anxious Students and Parents Voice Health Fears, Seek New Supports Ahead of Schools Reopening

Survey reveals concerns around lack of communication, facilities and resources

The ISSU, NCPPP, IGC, and UNICEF are urgently calling on the Government to provide the additional resources students need this Autumn, as preparations continue for the safe reopening of schools after COVID-19 closures. There are serious concerns about student welfare and the impact of distance learning. Plans for the reopening of schools must consequently be developed in consultation with the wider school community, and communicated clearly, ahead of the fast-approaching 2020/21 school year.

The representative groups are reacting to a recent survey of 11,615 students, parents and guardians by the ISSU and the NPCPP, which indicates significant concern around the return to school. 

The groups have joined together to ensure the needs of students are addressed. Key concerns are: missed educational/developmental milestones for young people transitioning from primary to post-primary school, and out of post-primary education, health and wellbeing impacts and learning loss.

Survey findings

The core findings of the survey, conducted in June and July 2020, are outlined below. The full survey and its results can be found here .

Transitions: 

• 24.08% of respondents raised concerns around transitioning back to school in September. 2020 and the lack of guidance provided to date, specifically for incoming first-year students

• Participants sought an induction programme for adjusting back to school.

Health and well-being:

• 29% of respondents had concerns around their physical health amid reopening.

• 662 comments were made regarding stress, of which 62% were contributed by students.

• 353 comments relating to anxiety were made, 70% were made by parents/guardians.

• Additional mental health resources were highlighted as a priority need.

Learning Loss:

• Over 51% of respondents noted concerns regarding academic issues. 

• A common concern for students was that distance learning leaves them at a disadvantage, starting the new school year already behind. 

In assessing the concerns highlighted, the groups are making the following recommendations: 

Support students’ health and wellbeing, especially those most disadvantaged by school closures

• Increase one-to-one support for students through the reinstatement of dedicated Guidance Counsellor hours to support their social-emotional wellbeing, and deal with anxieties around academic and vocational challenges. 

• Provide extra guidance to students transitioning through educational/developmental milestones or transitioning from primary to post-primary, and out of post-primary. 

• Provide a back-to-school wellbeing programme to address the social, mental, physical and environmental consequences of the pandemic and school closures. 

• Implement additional learning programmes and social supports to address learning loss, particularly for vulnerable or at-risk students, and/or those with special educational needs.

Adapt courses to account for the loss of learning due to school closures 

• Immediate review and adaptation of syllabi and examinations for all subjects at both Junior and Senior Cycle to ensure they are carried out in an equitable way. 

• Adaptations made to specific years or programmes - like Transition Year - must ensure learning, skills and experiences are not compromised. 

Safeguard the health and safety of the school community 

• Provide the necessary sanitation facilities and implement social distancing, hygiene and cleaning practices. 

• Share clear, concise and accurate information about COVID-19, to combat the spread of misinformation which exacerbates fear and anxiety 

ISSU, NPCPP, IGC and UNICEF further recommend that the Department of Education & Skills designate schools’ COVID-19 liaisons to coordinate the implementation of these measures, monitor health and safety and oversee contingency planning and the strengthening of remote learning practices in the event of future school closures.

ISSU Calls for Renewal of Department of Children & Youth Affairs

The Irish Second-Level Students’ Union (ISSU)  is calling on all political leaders to ensure the retention of the Department of Children and Youth Affairs.

In 2011 the Irish government established the Department of Children and Youth Affairs (DCYA). This was a milestone in Irish history and a proud achievement - our government recognising the value of Ireland’s youth and beginning to address the issues that we faced.

In spite of the achievements and accomplishments over the last nine years, recent media reports have suggested that the Department of Children and Youth Affairs is to be abolished. Instead of a strong youth advocate working to include young people in policy, the ministry may be closed and the work of the DCYA diluted and distributed to other ministries - this is not sustainable.

The ISSU is appealing to the incoming government to recognise the importance of the Department of Children and Youth Affairs and allow it to continue its pivotal role as the advocate for children and young people at the cabinet table.

Call for ISSU Charitable Trustee: Student Advocacy Director (Irish Second-Level Students' Union)

Please note: Shortlisted applications will only be considered from Alumni of the Irish Second-Level Students' Union former officer panel as recent intimate organisation knowledge is vital for this post.  

The role:

The ISSU are seeking a trustee to act as a Student Advocacy Director. The Board are particularly interested in individuals with recent and relevant experience in/or knowledge of the Irish Second-Level Students’ Union.

The organisation:

The Irish Second Level Students' Union is the umbrella body for student councils in secondary schools in Ireland. Founded in 2008, it works towards an education system in which students are recognised as an official partner in creating a student-centred education that truly caters to their needs.The ISSU believes in empowering students, regardless of their background, to use their voice and become active citizens in society. The ISSU continues to grow as an organisation and bring the student voice to issues of a national interest

General Trustee duties of a Charity Trustee & Company Director:

• Comply with the charity’s governing documents

• Ensuring charity is complying with its charitable purpose for the public benefit

• Acting in the best interest of the charity

• Act with reasonable care and skill

• Manage the assets of the charity

Charity trustees may not profit from carrying out their duties as a charity trustee. Board members do not receive remuneration for Board membership. Travel and Subsistence will be paid in line with ISSU policy and public sector rates.

Grounds for being disqualified from being a charity trustee include if a person:

• is adjudicated bankrupt;

• enters into a formal court approved insolvency arrangement with the Insolvency Service of Ireland;

• is convicted on indictment of an offence; and

• is a company that is in the course of being wound up.

Candidate specification requirements and responsibilities include the following:

• Providing input to the strategic direction of the organisation and contributing with insight

• Providing oversight and experience of strategy formulation

• Organisational administrative policy formulation and implementation, as required 

• A deep appreciation and knowledge of the Irish Second-Level Students’ Union’s objectives and structures

• Advocating for and providing a voice for Student’s interest at voice at Board level, liaising with the National Student Executive, Monitoring Committee and Regional Fora on a regular basis.

• An understanding of and commitment to our mission and values 

• Commitment to highest levels of corporate governance

• Additional experience with youth organisations/student representative organisations would be an asset

Board Meetings:

There will be a minimum of 4 board meetings a year, with some committee work outside of these meetings. Meetings are held in Liberty Hall, Dublin. Meetings can also be held virtually from time to time and voting would take place virtually.

Term of Office: 

The term of office will be two years with the possibility of renewable by agreement of the Board for an additional term of two years, if the trustee desires.

ISSU Logistical Queries Submission on the 2020 State Examinations Contingency Planning

The ISSU are continually advocating to get clarification on all of the concerns and issues which students have raised in relation to the 2020 State Examinations contingency plan. Based on student communications over the last number of weeks ,the ISSU submitted a number of questions,on the 17th of April, to the Department of Education and Skills Advisory group to prioritise and address the huge variety of logistical implications involved in implementing this plan. We are listening, we are raising your concerns and voicing your viewpoints at each meeting and pushing for certainty and fairness to be given.

ISSU Questions for the State Examinations Contingency Plan 2020 submitted on the 17th of April to the Department of Education and Skills Advisory Group.

Logistical Necessities: Dates/Deadlines/ Resourcing

• Will the payment of fees due on the 30th of April be lifted to ease the pressure during a time of financial and economic uncertainty?

• In light of the current financial difficulties due to the crisis the ISSU recommends that associated fees for State Examinations should be waived for this year.

• Will students be compensated in any way for the effects of COVID-19, will the exams be marked  exactly the same as they have been in previous years or will special measures for 2020 be put in place?

• Incorporation of a “No Detriment” Policy 

• A 'No Detriment Policy' would ensure that no student would suffer academically because of the crisis.

• If this were followed, students would be given a projected grade before they sit their exams. This grade could be based off of their completed coursework and previous school and class exams.

• Students would then sit the exams and be encouraged to improve this grade or maintain it. A student cannot get lower than their projected grade as long as they pass the exam.

• To compensate for already afforded marks for particular subjects, an agreed percentage should be allocated for other subjects in order to ensure an equal starting point. 

• The finer details of this policy would need to be explored and agreed upon by the SEC, teachers and students representatives. 

• We are concerned that the timetable for exams will be issued on June 1st. Students have expressed that this is not enough time to receive an official date for exams. Will students receive exact dates for the exams prior to the release of the full timetable at least? 

• What supports will be put in place to help students with a possibly elongated exam timetable of one exam per day? This is a very long period of time to be doing exams and students' motivation will seriously need to be supported. This will also have a knock on effect in terms of corrections, appeals, CAO offers and entry into third-level.

• For students hoping to study abroad who may now lose out on this opportunity due to the delay in receiving results, what will be done to ensure they still have this option and will not lose out on their places?

• The Department of Education to liaise with third-level institutions and admissions bodies internationally, and negotiate delayed entry for Leaving Certificate students to institutions abroad. The Minister for Education and Skills is currently in talks with his U.K counterpart which is very positive any updates and agreements from these discussions should be disseminated as soon as available.

• A number of subject curriculums have been noted as not yet completed pre-closure of schools, and two weeks in class  learning will not be enough time for students to be adequately prepared to finish these syllabi as well as complete project/practical and field work before beginning their exams. More classroom time is needed particularly for students who do not have access to online learning, if it is not safe for students to be in classrooms in June how will this be facilitated?

• Extra choices of questions to be introduced to exam papers, to alleviate some of the pressure on students aiming to cover the syllabus independently.

• What is the rationale behind the decision to have a minimum 2 weeks in school before exams?

• The proposed 2 weeks of school time prior to exams is not sufficient to complete curriculums and complete practical work intended to be completed with supervision.A minimum of 4 weeks school time for students is necessary.

• For students who are reapplying to the CAO or have deferred a place in college, they are at a disadvantage regarding points for third level entry, as the blanket decision concerning orals and practicals does not apply to them. How is this being combatted? 

• How are the Leaving Certificate Applied examinations being adjusted and catered for? 

• What plans are being implemented for students who wish to continue on to apprenticeship courses? Have technical institutes given a guideline for entries into PLC courses and deadlines?

• Clear information surrounding third-level entry and changes being implemented  for the academic year 2020/2021 needs to be agreed and announced

• What deadlines and timeframes are to be given to viewing scripts and appealing grades? Will this have an impact on entering third-level and further education dates and deadlines? Will this impact the deadlines for international study placements?

• For international students who attend boarding school in Ireland, how will they be accommodated in order to sit their exams if international travel has not freely resumed by July/August? 

• With the restructure of the Junior Certificate to take place at the start of the next school year, what retention measures will be undertaken to ensure students who leave school at 16, and intend on not returning in September to start a new school year, will have a chance to sit their JC and receive this qualification? 

• Further clarity and concrete plans to be agreed upon and shared regarding the Junior Cycle replacement school-based examinations, and how students might be supported to prepare for these exams as well as how the transition to their next step in education will be implemented.

• Support to be given for students going directly into 5th year from 3rd year, who will not have a break between their exams and the following academic year. . 

• For students who need to work over summer to afford third level, what will be put in place to help these students seeing as they will now be sitting exams and unable to take up paid work?

• The closing date for late CAO applications is May 1st, will this be extended?The opening and closing dates for the CAO change of mind facility are May 6th and July 1st respectively, will these now be extended? 

• The opening date for SUSI grants is April 23rd, will this now be extended? What extra measures , financially, will be put in place to support students to enter third-level?

• There are a multitude of HEAR and DARE deadlines throughout June, July and August, will these now be extended? Will there be changes to this process?

• Will public transport be operational throughout July and August for the proposed two week class period followed by the three week exam period? If so, how will they maintain social distancing on what are in most cases, small buses? 

• What measures are being put in place to make up for the three months of lost class time  for 5th year students who will be moving into 6th year come September but will be far behind in their Leaving Certificate curriculum across all subjects?

• Will any compensatory action be taken to cater to students who do not study a language, and are now at a disadvantage due to the decision made to award students with full marks in their oral examinations?

• Will college start time be affected for all students in university? Some L.C students have concerns about accommodation and not being able to find any if they start later than other years.

Practicals/Project/Field Work: 

• For those who have examinable projects, field work and practical work in their subject/s when will students have access to their projects in order to complete them, as many are locked within school grounds? For projects that require in school equipment what will be put in place to allow students access to the school to complete their projects?

Ensuring students needs are catered for:

• There has been a huge impact on the mental health of many students, as the Leaving Certificate is an incredibly stressful and high pressure examination. Many students are feeling increased levels of anxiety or are experiencing particularly low moods as a result of this decision and those who suffer from mental illness are of particular concern. What supports will be put in place to address these mental health concerns? 

• Extra mental health supports to be provided to all students and schools to disseminate, and extra support guaranteed to youth mental health organisations such as Teenline, Jigsaw Youth Mental Health, Turn2Me, Pieta House and Spunout. As discussed in the meeting with NEPS a unified support platform will be created to ensure all stakeholders are able to provide relevant, accurate and essential support and resources to all. 

• With the exams taking place in July/August what measures will be specifically taken to ensure the safety of immunocompromised students and students with immunocompromised family members who are particularly at risk?

• What measures will be put in place to ensure disadvantaged students who can not be easily reached through online forums will be supported?

• Many students require SNAs and other supports to learn in school and are at a significant disadvantage without them in the efforts to learn online. What will be done to address this issue?Supports must be available for students with learning difficulties, who are particularly disadvantaged by the lack of school time and assistance.

• How will the RACE scheme be implemented?

• Many students are affected by the digital divide, with differing access to wifi and technology. What will be put in place to ensure equity for these students and give them access to online learning so they are not massively disadvantaged?

Measures to lessen the digital divide between students need to be provided. Possible home/ internet upgrades and installations, laptop loan schemes and online resource supports must all be explored to ensure an equitable system, similar to measures employed by New Zealand to support students. (the response in New Zealand regarding tech resources:

http://www.education.govt.nz/news/getting-ready-to-support-distance-learning/ )

• Many students have had to take on extra responsibilities at home such as childminding or caring for elderly relations, will special consideration be given to these students?Are there extra supports intended for these students?

• Allowances made for students with difficult home situations, where study space is not available or care must be provided for younger siblings as parent(s) are deemed essential workers. 

• Students may have lost or may lose a loved one during this time. This is incredibly distressing as normal funeral arrangements are not permitted to take place. Will these students be supported at this time and what support will be given to them if so? In line with the SEC bereavement exemptions implemented last year how will this be applied in the current decision of exam deferral?

• If a student has a medical emergency and becomes ill before or during the exams what protocol will be implemented to accommodate them?

This should be treated with the same considerations as previous SEC exemptions for bereavements. As there is currently no official scheme in place to address medical emergencies it would be pivotal to create a procedure with the SEC to accommodate students in these circumstances.

4)Plan B: 

• If restrictions are still in place come the 1st of June and it is not deemed by the H.S.E safe in July/August for the exams to go ahead, what will be done with the State Examinations?What is the contingency plan if it will not be safe to take exams due to social distancing measures and restrictions? A detailed Plan B is required, and alternative forms of assessment such as predictive grading or online assessment need to be explored and considered for implementation.

ISSU Asks Department for Immediate Clarity on Exam Provisions

The Irish Second-Level Students’ Union welcomes the decision to close schools and centres of education as a precautionary measure to stop the spread of COVID-19,however it is noted that this is a particularly stressful and worrying time for their members. 

Students and other stakeholders in education are now facing a period of uncertainty awaiting departmental decisions to be made. The ISSU understands that this is a particularly difficult time for students in exam years who would have been working on oral and project based examinations at this time. It should be noted that oral examinations have been postponed and new dates will be circulated when schools recommence. 

The ISSU has today contacted the Department of Education asking for clarity for exam students and for decisions surrounding the state exams to be made as soon as possible. Student welfare during this time should be of top priority and keeping students updated and informed in a reasonable timeframe is an essential element of this. 

The most important factor in all of this is student health and safety. We encourage all of our members to follow HSE guidelines, in particular implementing good hygiene practices. 

The ISSU will endeavour to ensure that students as key stakeholders in their education are consulted and included in any decisions to be made regarding their education in the coming weeks and months.