This research evaluates the impact and effectiveness of two educational support programmes designed for young people from marginalised communities in Ireland, targeting youth from the Irish Traveller Community.  The Irish Traveller community is defined as the community of people who are commonly called Travellers and who are identified (both by themselves and others) as people with a shared history, culture, and traditions, including historically, a nomadic way of life on the island of Ireland (Equal Status Act, 2000, p.7).

Traveller students often face significant educational disadvantage, which includes low teacher expectations and a sense of not belonging in schools, which contributes to their lower participation, attainment and progression in education compared to their peers (McGinley & Keane, 2021; Crickley & Kenny, 2020)

These programmes, developed and implemented by local community organisations and NGOs deeply engaged with these communities, aim to tackle educational disadvantage and improve educational outcomes through targeted interventions, aiming to reduce early school leaving and strengthen engagement and participation in education for young people from this Community. The first programme focuses on providing support to young people, their families, and schools, aiming to tackle educational disadvantages and empower participants. The second project, a collaboration between two organisations, offers post-primary students mentoring and support in a safe environment outside of school, alongside cultural awareness training for schools.

This research is based on a conceptual framework informed by equity in education theories and relevant policies and social justice theory (Hytten, & Bettez, 2011; Pijanowski, & Brady, 2020) to examine systemic inequalities and cultural biases impacting educational experiences. The European dimension is vital, as the findings will contribute to broader issues of ethnic minority education and inclusion across Europe.

Against this background, the research question driving this paper is:

How do participants and stakeholders from the Irish Traveller Community experience educational support programmes, and what impact do these experiences have on their education, future aspirations, and overall well-being?

This study employed a qualitative thematic analysis based on 27 semi-structured interviews conducted with various stakeholder groups across two projects. More specifically, for the first project, 12 interviews were carried out with 3 students, 4 parents or guardians, 3 educational support workers, 1 school liaison officer, and 1 staff member from the involved organisation. Similarly, for the second project, 15 interviews were conducted, involving three students, three parents or guardians, one teacher, one school liaison officer from local schools, three staff members from the organisation, one member of the local Traveller Community, and two educational support workers. The themes explored in the study captured participants' experiences with the programme from multiple perspectives, addressing critical areas such as engagement in education, well-being, confidence, and future aspirations. Additionally, the research investigated the impact that the support available had on parents or guardians and their levels of engagement with the programme. These dimensions provided a holistic view of the programme’s impact, both on the participants and their families. Furthermore, the interviews offered nuanced insights into the experiences and views of stakeholders, shedding light on the educational challenges faced by participants, including systemic barriers, lack of resources, and the broader socio-economic factors influencing access to education. For instance, community-based interventions have been shown to improve educational outcomes by providing tailored support to students and their families (Joseph & Said, 2020). Magrath and Fitzsimons (2019) highlight the disconnect between funders and providers in community education, emphasizing the need for sustainable, multi-annual funding and greater recognition of the vital role of community education in Irish society. By examining these themes, the study highlighted the interplay between educational inclusion and progression, and the broader context of educational equity, emphasising the importance of tailored interventions to meet the diverse needs of participants and their families. The qualitative data gathered through these methods were analysed using thematic analysis to identify recurring patterns and themes across the two projects. Finally, ethical considerations were prioritised throughout the study.

The research highlights critical themes that shape the educational experiences of young people from marginalised communities, offering valuable insights into both challenges and opportunities. Barriers such as discrimination, a lack of cultural awareness in the formal educational system, and a lack of sense of belonging for both students and parents, were identified as significant obstacles to educational engagement. These findings are consistent with prior research, such as the work by Doyle and Keane (2018), which identified similar barriers for marginalised groups in Ireland. However, the study also highlights effective strategies for overcoming these barriers, including individualised support, support for parents, and cultural awareness training for school staff, which collectively contribute to fostering a more inclusive and supportive learning environment. The active involvement of parents in the educational process proved to be a critical factor in the process, emphasizing the importance of family engagement in creating sustainable change (Martinez-Yarza, Solabarrieta-Eizaguirre, & Santibáñez-Gruber, 2024). Overall, the findings demonstrate that both programmes under investigation have a positive impact on the educational outcomes of young people from marginalised communities. However, the persistence of systemic barriers underscores the need for ongoing support and targeted interventions. These findings contribute to broader efforts to promote educational equity and empower young people from disadvantaged groups to progress in education.

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