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The Journal
7 days ago
- General
- The Journal
Money saved through free schoolbooks scheme is being swallowed up by school laptops, parents say
MONEY THAT PARENTS have been able to save on back-to-school costs through the government's free schoolbooks scheme is being swallowed up by the cost of schools requiring students to have electronic devices like a laptop or tablet, according to a new survey of parents. Parents struggling to afford mounting back-to-school costs are taking out loans or failing to make utility bill payments to try to keep up with the expense of the new school year beginning next month. A new Back to School Survey by children's charity Barnardos found that half of parents of primary school pupils are worried about affording the costs of returning to school this year. That figure rises to 60% of parents of secondary school students, with only 34% of secondary school parents feeling that the costs are manageable. Barnardos conducted an online survey of parents that received 830 responses. Respondents came from a 'representative geographic spread' across the country. Two-thirds had children in non-Deis schools and one-third had children in Deis schools. Two-thirds were living in married couples, whils 17% were on-parent households. 'We won't have enough money for all of it. I can't afford the costs for my kids,' said one primary school parent. Adding up the bill Barnardos asked parents how much they will need to spend on school costs this year. The average expected cost for uniforms, voluntary contributions and classroom resources amounted to €263 for primary schools and €406 for secondary schools. More expenses like school tours and trips, extra-curricular activities within schools and digital costs are expected to drive those totals up further. At secondary school level, parents anticipate that digital costs alone will set them back €430. Half of secondary school parents say their child's school requires them to buy digital devices. Some parents expressed that the benefit of the free schoolbooks scheme that is being extended to all secondary schools this year has been lost by schools using it as an opportunity to switch students over to working on tablets or laptops. Advertisement '[The] principal told the child's class that the money saved by free books, they can now spend on a laptop,' one secondary school parent said. Another said: 'My son is going into 5th year. This was the first time we were entitled to free schoolbooks, but then we were called to a meeting in the school where they advised that we would have to buy a ChromeBook for our child which cost €500, so there is no benefit for us for the free schoolbooks. If anything, the cost has gone up.' Minister for Education Helen McEntee has said almost one million students will get free schoolbooks from the start of the 2025/2026 school year. Alamy Stock Photo Alamy Stock Photo The Barnardos report said that it is 'clear that some parents are concerned that savings made with the introduction of free schoolbooks is being eroded by digital costs while other parents simply expressed their concerns about the increasing costs of digital device It said that some parents 'appreciated that their children needed digital devices in their day to day lives' but 'felt those requested by the school were unnecessarily expensive'. 'There is a risk that some parents are facing difficult financial decisions and considerable sacrifices to afford these digital devices,' it said. No parent should face financial hardship as a result of these costs. 'The Department of Education must further investigate the use of these devices across schools; how many mandate expensive items, and explore piloting a digital tools fund for low income parents.' Voluntary contributions Another unpopular expense is the 'voluntary contributions' that many schools request parents make. 78% of primary and 84% of secondary school parents said that their schools requested a voluntary contribution. The average amount was €87 for primary school parents and €133 for secondary school parents. However, 73% of primary and 78% of secondary school parents said the payment did not feel voluntary. On top of voluntary contributions, more fundraising events throughout the school year put continued pressure on parents, who said that the government must do more to ensure that schools are properly funded from the top down rather than needing to turn to parents for money. 'Every month, it feels like there is a fee due for something,' one primary school parent said. 'I feel the school has to fundraise through the parent council to meet basic needs that the government should be covering the cost of.' Related Reads Four in ten parents say they skipped meals or ate less to feed their children this year Finding the funds Staring down the face of back-to-school costs, parents have had to come up with ways to make ends meet. More than one-quarter of secondary school parents and 14% of primary school parents said they'll be dipping into their savings to afford the cost of sending their kids back to school. For more than one in ten (15%) of secondary parents, the answer has been to take out a loan or borrow from family and friends. That number is lower among primary school parents (8%). Additionally, many parents have decided to go without meeting other needs or cutting back on other essentials, with some saying they won't be able to pay other bills because of needing to divert money to school costs. 'My regular bills are not going to be paid in order to meet back to school costs,' one secondary school parent said. Another secondary school parent said: 'I will not pay gas and electric bill in August, I will borrow a loan and use [buy now, pay later with interest services] to get as much as I can for back to school items.' 'I will go into debt until March the following year until it's all paid back, then it repeats again in August. My worries are if I can keep this up year after year,' they said. And another one said: 'I juggle finances all of the time. I worry that I will not be able to afford utility bills in September/October to cover school costs. I have credit card debt which will increase in August.' One primary school parent said that the 'cost of the uniforms and all the supplies at once means we have no expendable income for the month'. 'We are on a very tight budget as we have three kids,' they continued. 'Everything has gone so expensive. I'm going to have to skip paying some bills to be able to afford everything,' another said. Readers like you are keeping these stories free for everyone... A mix of advertising and supporting contributions helps keep paywalls away from valuable information like this article. Over 5,000 readers like you have already stepped up and support us with a monthly payment or a once-off donation. Learn More Support The Journal
Irish Examiner
24-06-2025
- Irish Examiner
Colman Noctor: Digital safety needs a village, not an app
A new study from the ESRI confirms what many of us have long suspected — that the digital world our children inhabit is complex, sometimes enriching, often overwhelming, and largely unregulated. Navigating it requires more than parental intuition; it necessitates societal scaffolding and collective action. As I have stated in this column many times before, 'technology is neither good nor bad; it's both'. The evidence-based report, titled 'The pressing need to address the challenges of parenting in a digital era', is compassionate towards parents who, for the most part, are striving to do the right thing. It avoids scaremongering and oversimplified 'screen time' mantras, instead providing a balanced view that technology can both empower and imperil a child's wellbeing, sometimes simultaneously. The study highlights the benefits of children's digital engagement, including access to information, tools for creativity, and online support communities. It recognises that the online world offers opportunities for connection to children who might otherwise be isolated, and that digital spaces can provide modes of expression and connection that face-to-face interactions may not. However, it also states that these benefits coexist with very real risks. The report also explores how gender, developmental stage, and socioeconomic context influence children's technology experiences. The socioeconomic context is particularly significant as it indicates that a child with access to supportive adults and digital literacy resources is more likely to navigate the online world in a markedly different way than a child who lacks these protective factors. The acknowledgement of the socioeconomic difference aligns with recently published research from online safety charity CyberSafeKids, which found that children from disadvantaged areas are more likely to own a smartphone at a younger age and have fewer rules governing their online activity. It found 53% of eight-year-olds attending Deis schools own a smartphone, whereas it is 22% in non-Deis schools. While I support primary schools introducing 'voluntary codes' to delay smartphone ownership, my concern is this will be limited to pockets of leafy suburbs and miss children in areas of disadvantage who may not have the resources to implement such a strategy. Parenting in a digital age The relationship with technology is complex and varies from individual to individual. For some, social media fosters connection; for others, it leads to negative comparison. Gaming can be a form of play or a spiral of compulsion. The ESRI research emphasises that context matters, which means not all interventions will apply to every child. There is no universal rulebook, nor is there a one-size-fits-all app or parental control that can replace human judgment or entirely protect a child. At the core of the ESRI research is an effort to comprehend the challenging position parents find themselves in as the 'first, last and strongest line of defence' for their children's digital safety. The research also poses an interesting question: whether parents are also casualties of the same technological tsunami. Parents are not immune to the allure of technology. Our attention is fragmented, our time is stretched, and an ever-present, pinging soundtrack of notifications now accompanies our parenting journey. In attempting to shield our children from this dynamic, we often find ourselves ensnared in a web of guilt, contradiction, and uncertainty. I consistently find myself replying 'it's a work thing', when my children cast a disapproving look in my direction while I'm on my phone or laptop, after I've just asked them to take a break from their devices. The researchers rightly argue that effective parenting in the digital age relies not on heavy-handed control, but on 'active mediation'. This approach involves discussing with our children what they see, do, and feel when online. It entails setting boundaries not merely around screen time, but also regarding screen values — what is acceptable, what is not, and why. But most of all, modelling behaviour is crucial. If we want our children to trust us when we say it's ok to unplug or that online validation isn't everything, we must embody that truth ourselves. Another refreshing insight in the ESRI report is its caution against over-reliance on tech solutions. Age filters, tracking apps, and parental control settings all have their place, but they are not a panacea, and they can also backfire. Children are savvy, and technical roadblocks can invite work-arounds or secrecy. Worse still, they can damage trust if we replace conversation with surveillance. I am not suggesting parents shouldn't utilise these tools, but we need to realise they are not a primary strategy. The real effort lies in building relationships, which requires time, energy, and emotional availability. Parents' technology use plays a role, as it can interrupt our capacity to do the relational work necessary to protect our children. The ESRI report offers a new perspective. The researchers encourage us to stop viewing online safety as solely the responsibility of parents. Instead, it reframes the issue as a public health concern. Like vaccination or mental health support, children's digital wellbeing requires coordinated, cross-sector solutions. Schools, government regulators, and tech platforms are not peripheral players; they are integral to the process, or co-guardians. Dr Celine Fox, lead author of the report, points out that our understanding of digital harm is still developing. Technologies evolve too quickly for traditional research timelines to keep pace. Fox adds that this doesn't mean we shouldn't put time and money into long-term studies, or expect transparency from the tech companies, we should. If, as parents, it feels like we're just constantly putting out fires, it's probably because we are. To protect children, we must move beyond reactive panic and use the limited information available to create proactive policies. Professor Joyce O'Connor, chair of BlockW, a Dublin-based technology and innovation hub, which commissioned the ESRI research, also calls for a shared responsibility model, where parents are supported, not left to fend for themselves on the front lines. Her words will be a welcome relief to many parents because the truth is that many of us often parent in the dark, with only the glow of a device or an online safety website to guide us. Fostering digital resilience Rather than offering glib suggestions, the ESRI research indicates we must recognise that parenting in the digital age will always involve grey areas. At times, our children may stumble before they grasp concepts. We might set boundaries only to realise they need revisiting. The conversation about online safety is never finished — it is ongoing, iterative, and dynamic. Notably, this research suggests that it may be time to abandon the myth that 'good parenting' means complete control. Instead, it's about fostering digital resilience: helping our children develop the critical thinking, emotional regulation, and moral compass to navigate the online world independently. Building this resilience involves a shift from viewing our role as protectors to that of guides. From rule-enforcer to co-explorer. From 'because I said so' to 'let's talk about why'. It also involves advocating for systems that support parents, such as demanding better regulation of digital spaces for our children, encouraging schools to partner with parents on 'no smartphone' policies, holding tech companies accountable for child safety, and lobbying for public health campaigns and legislation that treat digital wellbeing with the same seriousness as nutrition or road safety. There's no going back when it comes to technology regulation. Digital technologies are not a phase; they are an integral part of modern childhood. The question is no longer whether our children should be online, but how they can do so safely, meaningfully, and with support. Today's parents navigate unprecedented terrain where we must advise our children about a technological relationship that we also struggle with. We're not just raising children; we're helping them build an internal compass for a world that doesn't sleep, that doesn't pause, and that doesn't always care who's watching. Dr Colman Noctor is a child psychotherapist Read More
The Journal
16-06-2025
- General
- The Journal
Eight-year-old schoolchildren in disadvantaged areas more than twice as likely to have a smartphone
CHILDREN ATTENDING DEIS schools are more likely to be exposed to harm online than their peers in non-Deis schools. According to newly-published research from online safety charity CyberSafeKids, children from disadvantaged areas are more likely to own a smartphone at a younger age and have less rules about online activity. The Government-funded Delivering Equality of Opportunity in Schools (Deis) programme provides resources to schools in disadvantaged areas around the country. The research was conducted between September 2023 and February 2024, and involved 816 children aged 8-12 in 13 Deis schools, and 3,826 students in 45 non-Deis schools. It found that 53% of eight-year-olds attending Deis schools own a smartphone. For children the same age in non-Deis schools, only 22% had a smartphone. Some 46% of children in Deis schools could go online whenever they wanted compared with 31% in non-Deis schools. When looking at social media use, some 93% of eight-year-olds in Deis schools have already created a social media account, with 34% having friends and followers that they do not know. For children in non-Deis schools, these figures were 69% and 19%, respectively. Almost a third (29%) of children aged eight to 12 in Deis schools have posted videos of themselves online, in contrast to 16% of their peers who don't attend a Deis school. Advertisement Speaking on Newstalk's Pat Kenny Show this morning, CyberSafeKids CEO Alex Cooney said they were not surprised by the findings. 'We've been monitoring this over the last ten years, and we've seen that, generally speaking, there are higher levels of access in more disadvantaged communities if you compare to the general population,' Cooney said. She said that children are growing up in a digital age where society has 'established norms that children will have quite high levels of access from a young age'. 'They may have more access in those communities just because there's lower levels of parental awareness around risks, and I think we need to do a lot more to upskill all parents and make sure that there is awareness about risks that children can be exposed to in these online environments.' She also called for greater accountability from social media and tech companies 'that provide these online environments that children are going into'. 'It's not about banning children from the online world because there's lots of good things that they can be doing online, but it is about putting age appropriate access in place, putting accountability, where it needs to be upskilling parents and educating children.' Speaking to The Journal earlier this year , the Minister for Children Norma Foley said the State would not have a role in implementing any sort of smartphone ban, but she urged parents to consider it for their own homes. Last week, the Government confirmed that a tender for schools to have access to lockable phone pouches has been replaced with plans for schools to provide whatever 'phone storage solution works best for them'. The €9 million spend was among the most contentious measures announced in Budget 2025 last October . Tánaiste Simon Harris told the Dáil that this was a 'pragmatic and sensible way to proceed' and that schools would still be able to seek funding for lockable pouches or an alternative solution later this year. Readers like you are keeping these stories free for everyone... A mix of advertising and supporting contributions helps keep paywalls away from valuable information like this article. Over 5,000 readers like you have already stepped up and support us with a monthly payment or a once-off donation. Learn More Support The Journal
Irish Examiner
20-05-2025
- Business
- Irish Examiner
Deis plan to emphasise retention of students up to Leaving Cert and beyond
A new government plan will focus on tackling rising absenteeism levels in schools and keeping more students from disadvantaged areas in education to Leaving Cert level and beyond. On Tuesday, education minister Helen McEntee will publish a new Deis plan to focus on "improving the opportunities for children at risk of educational disadvantage". It is understood that the plan will place a major emphasis on retention of students up to Leaving Certificate and improving progression rates to higher education and the world of work, as well as a major focus on school attendance and tackling the rate of absenteeism in both Deis and non-Deis schools. Data from Tusla has shown a dramatic increase in absenteeism in recent years. The latest figures, based on the 2022/23 school year, reveal that over 110,000 primary and 65,000 post-primary students missed 20 or more days during that academic year. This compares to 54,890 primary school pupils and 44,874 post primary students missing 20 or more days before the covid pandemic in 2018/19. There were higher rates of absence and also of student suspensions in Deis schools located in areas of economic disadvantage. In second-level Deis schools, 30.7% of students missed 20 days or more. This compares to 19.5% for non-Deis schools. Ms McEntee will update Cabinet on her work to establish a new Deis+ scheme which will support schools with the highest level of educational disadvantage, particularly in the areas of literacy and numeracy. This includes the establishment of an advisory group with representatives who work with children from areas of high inter-generational disadvantage. 'Dedicated focus' to small businesses Cabinet will also be updated by arts and media minister Patrick O'Donovan on the digitisation of the 1926 census, the first census carried out by the State, while enterprise minister Peter Burke will bring a memo establishing a new small business unit within his department. Government sources said that the unit will mean that small businesses have "a dedicated focus and are recognised and acknowledged across Government, and emphasis is placed on them within the Department of Enterprise". Also at Cabinet, social protection minister Dara Calleary will provide an update on the procurement competition to source investment management providers for the automatic enrolment retirement savings system. Mr Calleary will also update ministers on the recruitment for the positions of board members for National Automatic Enrolment Retirement Savings Authority (NAERSA), which will oversee the "My Future Fund" that will launch on January 1, 2026, following a recent government decision to delay the scheme. 'Shared history' Meanwhile, Cabinet is set to approve cross-government engagement with the trans-European cultural initiative, 2027 The Year of the Normans - People of Europe. The year-long commemoration in 2027 aims to celebrate "a shared history that has shaped the island of Ireland and Europe". A government statement says that "throughout modern Ireland, the legacy of our Norman heritage can be found in our lands, laws, monuments, and built environment". Participation in the initiative "aims to commemorate and recognise our Norman history, whilst also benefiting tourism and its associated economy". Ireland's participation is being co-ordinated by the National Monuments Service.
Irish Examiner
23-04-2025
- General
- Irish Examiner
Teachers at schools in disadvantaged areas rate educational facilities as 'very poor'
Nearly four times as many teachers at schools in disadvantaged areas say their educational facilities are 'very poor' compared with educators in non-disadvantaged institutions. A survey of teachers on the benefits and drawbacks of Deis schools — those in receipt of additional funding as a means of counteracting their material disadvantages — found they believe those institutions are seen as 'non-academic' or inferior, a situation which leads to difficulties recruiting teachers due to the perceived associated stigma. The survey, commissioned by the Teaching Union of Ireland and presented at its annual conference, showed just under a third of teachers in Deis facilities would rate their general school facilities as either poor or very poor, as compared with 24.5% of teachers in non-Deis schools. Some 10% of respondents in Deis institutions said the standard of facilities in their schools were very poor, compared with just 2.8% of non-Deis educators. Despite this, workers in Deis schools showed similar levels of job satisfaction to their non-Deis counterparts, and gave more varied responses to such queries, describing their work as both rewarding and challenging. The survey of 276 teachers and school leaders in secondary schools described the perceived advantages of Deis status, such as increased funding, special food programmes, and student retention supports. More than 70% of the teachers said Deis as a programme improved opportunities for further education, with 62% of the opinion it increased the chances of students going on to higher education. In particular the home school community liaison (HSCL) resource was noted as being a "highly valued" resource, which 'fosters relationships between families, schools and communities to support student engagement'. Some 55% of respondents rated HSCL resources as being either good or excellent, with the noted caveat HSCL teachers risk burnout due to the highly-pressurised nature of their jobs, particularly in large schools. The survey said on the perceived stigma attached to Deis schools that teachers believe 'these stereotypes harmed students' confidence and work ethic' and 'misunderstandings' of the Deis system deterred some parents from engaging with it. The survey suggested there was strong support for a tiered, needs-based system seeing greater financial supports afforded to schools experiencing higher levels of disadvantage. It further suggested student-teacher ratios should be either enforced or re-examined, and the 'burden' of paperwork on teachers in Deis schools should be reduced. Slightly more Deis teachers, 57%, believed their student-teacher ratios were too high, with the majority of respondents indicating they taught classes with an average of between 20 and 25 students. The issue of ratios was broached by TUI president David Waters in his speech to the conference. He said 'our class sizes are too large, and teachers' workload is too demanding'. Education minister Helen McEntee also addressed Deis in her speech to the conference, stating her intention to 'implement a new plan to tackled educational disadvantage' in 2025, with a new Deis plus scheme to be introduced to 'target the most disadvantaged areas and students'. Read More Second teachers' union votes unanimously for potential industrial action over Leaving Cert reforms
