Thread by @MOKEarlyYears

Do we really care about the emotional wellbeing of our Leaving Cert students?

[A thread]

I wrote this line last year when making the case for a hybrid Leaving Cert where students had access to both predicted grades and the opportunity to sit exams. I cannot believe that I am typing the same words again a year later. [1/20]

Is the Current Leaving Certificate exam fair? In 2016, the UNCRC told us that it needed reform as it involves a disproportionate level of stress. We listened, and the LC is now being reformed, which most commentators agree is a good thing. [2/20]

This reform will consider a broader range of assessment approaches compared to the current emphasis on high-stakes exams. It should also consider the connection between second level exam outcomes and third level entry via the CAO point system (which is also flawed). [3/20]

At a recent Oireachtas Committee meeting, the Children’s Ombudsman reminded us that reform must put students’ needs first. He noted ‘I think every one of us around this table has heard children talking about suicide coming up to exams...’ [4/20]

These concerns are shared by school staff. The Children’s Rights Alliance noted that 85% of Principals say there is far too much stress being generated by the Leaving Cert system. Indeed, Principals have called for the hybrid system to be reinstated this year. [5/20]

So, when children’s rights organisations tell us a system is not in fact fair, we need to respond. We are told the LC has a pernicious impact on the learning and lives of our students, with concerns raised about inequalities in class, gender, and student wellbeing. [6/20]

However, the LC review will not be completed until 2030. So, what do we do in the meantime? The Children’s Ombudsman, the Children’s Rights Alliance and others have called for the hybrid system adopted during the pandemic to continue while reforms are being discussed. [7/20]

The CRA noted studies of students who went through the hybrid form of accreditation agreed that it reduced stress. More than 85% of LC students in 2021 chose to take a combination of accredited grades and exams in 2021, so the system was clearly embraced by that group. [8/20]

Of course, there will be some issues. Commentators have spoken about ‘inflated grades’ I would argue that these are perhaps not inflated, but a more accurate representation of the abilities of students than one final exam. They represent the student’s full potential [9/20]

Will this have a knock-on effect on CAO places? Whether the grades are ‘inflated’ or not, the top students will achieve their place. If there are 50 places on a course, it is still the 50 students who have achieved the highest points who will secure a place. [10/20]

However, we know the CAO system needs to be reformed. This was made very clear by the experiences of the top-achieving students in 2021. We need to work out issues in terms of course availability, and fairness between LC cohorts now. [11/20]

Some argue that teachers should not assess their own student’s work. If your marking system is fair, you should be able to defend the grade. We need to trust our teacher’s judgement, just as we do at Third Level where Lecturers always grade their own students' work. [12/20]

However, in terms of consistency, at Third Level marking is evaluated both internally within the institution, and externally by an External Examiner. The same could take place at LC level to alleviate any concerns. [13/20]

Any students unhappy with predicted grades, can still sit their exams. But as less students are likely to sit each exam in June, taking Covid into consideration, this will make the whole examination and marking process easier. [14/20]

There are some issues in terms of standardisation of Leaving Cert grades as 25% of this cohort did not sit a Junior Cert. These can be addressed, but again consideration of national standardisation of grades needs to be undertaken now. [15/20]

Remember these students have spent the last two years of their lives surviving a pandemic, they have suffered severe interruption of the senior cycle. They were disadvantaged in fifth year with school closures and are now being impacted by teacher supply issues. [16/20]

Many are also dealing with absences (illness/close contact) and trying to concentrate in cold classrooms. The virus continues to have an impact on learning. Students themselves have told us that the only fair situation is to offer a choice between the two options. [17/20]

Children’s Rights organisations like the UNCRC, the OCO, and the Children’s Rights Alliance have no vested interests. They represent our children, not teachers, principals, or parents. They are all calling for a system that better supports our children’s wellbeing. [18/20]

If you are coming out in opposition to these children’s rights organisations when looking at how to support the current (and future) Leaving Cert students, you might want to come back to my original question. [19/20]

Do you really care about the mental health and emotional wellbeing of our Leaving Cert students? [20/20]

#HybridLC2022 #LeavingCert2022 #LeavingCert