Beyond the exam hall: Reclaiming the purpose of Irish education

Irish Examiner

08-07-2025

Ireland's education system is rightly celebrated for its commitment to access and quality. Yet the proliferation and prominence of private grind schools and online tuition providers requires greater attention.
While these services undeniably offer supplementary learning, we need to turn a critical lens toward the unintended consequences, particularly their role in intensifying the Leaving Certificate points race, and their unique, unofficial status within our publicly funded system.
For many families, grind schools can represent a perceived shortcut to success, a necessary investment in an increasingly competitive academic landscape. Indeed, recent media reports sometimes highlight these institutions, showcasing high-achieving students and impressive point tallies.
This emphasis, however, inadvertently normalises a single, high-stakes metric — the Leaving Certificate points — as the ultimate arbiter of a student's potential and future. Ethically, this shifts the focus from genuine understanding and a holistic educational experience to a reductive pursuit of grades, transforming learning into a strategic game rather than an exploration of knowledge.
The intense pressure generated by this points race is widely acknowledged to contribute significantly to student stress and anxiety.
When success is so narrowly defined, and extra tuition is presented as a crucial component for achieving top results, it can inadvertently undermine the confidence of students who rely solely on their mainstream schooling.
This creates a subtle, yet pervasive, message that regular school might not be enough, pushing students towards additional, often costly, external support.
This educational pressure point is frequently echoed by educators within the traditional school system, who lament the external pressures distorting their classrooms and the very nature of learning itself.
Crucially, grind schools and many online tuition providers operate outside the formal recognition and funding structures of the Department of Education. Unlike accredited schools, they are not subject to the same oversight, curriculum requirements, or accountability mechanisms.
They are, in essence, private businesses offering an educational service. Yet, the disproportionate attention they receive in public discourse can blur this distinction, effectively further integrating them into the perceived mainstream of Irish education.
Beyond the regulatory aspect, a deeper educational concern lies in the pedagogical approach often employed by these supplementary services. The intense focus on achieving exam points can lead to a narrow educational experience, heavily reliant on rote learning and the purported "holy grail of notes" — often condensed, exam-focused summaries.
While this tactical approach can be effective for immediate exam recall, it frequently comes at the expense of fostering truly holistic education, critical thinking skills, and a deeper conceptual understanding of subjects.
Furthermore, the transient nature of these engagements often means students receive limited pastoral care or the comprehensive personal and academic support that is foundational to the ethos of recognised schools. The emphasis shifts entirely to the academic transaction, rather than nurturing the wellbeing and broader development of the student.
In my experience, teachers shoulder a far broader mandate than merely preparing students for exams. Their professional commitment extends to nurturing well-rounded individuals, fostering critical thinking, promoting social development, and providing crucial pastoral care.
They design curricula that encourage deep understanding, creativity, and the development of life skills, often navigating diverse learning needs within a single classroom. While these dedicated educators strive to equip every student for academic success, their role is not confined to the narrow pursuit of points.
Prominent voices in Irish education, such as those within teachers' unions, have consistently pointed to these concerns. They have long expressed disquiet over the impact of the points race on pedagogy, advocating for a broader curriculum that fosters critical thinking and well-rounded development, rather than rote learning geared towards examination success.
These educational bodies often note how the "exam-focused" approach of grinds can neglect the foundational understanding and deeper engagement that mainstream schools strive to cultivate. Ultimately, this is not an indictment of individual students seeking extra help or the dedicated educators who provide it.
It is, however, an urgent call for a more honest and balanced conversation about our educational priorities. As a society, we must reflect on whether our media landscape, by disproportionately amplifying the narrative of grind school success, unintentionally exacerbates student anxiety, undermines the invaluable work of publicly funded schools, and entrenches educational inequality.
Instead of focusing on commercial ventures operating on the periphery, perhaps the significant page space in our national newspapers could be better utilised to champion the innovative teaching, diverse programmes, and inclusive environments within our Department of Education-recognised schools.
A shift in public discourse, prioritising holistic development, critical thinking, and the intrinsic value of learning over a singular points outcome, could alleviate unnecessary pressure on students and foster a healthier, more equitable educational ecosystem for all.
Nathan Barrett is principal of Stratford College Secondary School, Dublin
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