Children of immigrants perform better in maths - study

Children of immigrants in Ireland demonstrate stronger performance in mathematics by the time they reach sixth class, according to a recent study. The research, involving over 4,000 children across 184 primary schools, found that while second-generation immigrant pupils may start primary school behind their peers, they catch up in reading and achieve higher average attainment in mathematics by the end of their primary education.

The longitudinal study, conducted by UCD School of Education for the National Council for Curriculum and Assessment, also identified key factors contributing to academic success. Classrooms characterized by consistent engagement, high expectations from teachers, academic support, and respect for pupils were strongly associated with better reading and math outcomes, as well as enhanced feelings of belonging and well-being among students.

However, the study also pointed to persistent underachievement among first-generation immigrant children and Traveller children. Irish Traveller children, in particular, showed significantly lower school attendance rates, averaging around 76% of school days compared to approximately 93% for other ethnic groups. This disparity widened in mathematics test scores, especially following the pandemic, underscoring the need for targeted policies to support these marginalized groups.

Another finding from the study indicated that while children generally feel supported by their teachers, older students expressed a desire for more voice and responsibility in their learning. Additionally, principals in DEIS (Delivering Equality of Opportunity in Schools) schools reported higher levels of stress, burnout, and lower self-efficacy, which tended to worsen over time. The report suggests that addressing these issues is crucial for improving the overall educational environment.