Transitions

Below you will find information on our DEIS plan for transitions. The co-ordinator for this pillar is Louise Smith.

Rationale for our Transitions Targets:

As a DEIS school, many of our students experience socio-economic barriers that can impact their transition into post-primary education. School-based evidence highlights that successful transition points (September of 1st year, between Junior and Senior Cycle, and for students enrolling mid-year) are critical to student wellbeing, achievement, and long-term participation in education. Our DEIS targets therefore focus on strengthening transition supports and thus building student confidence.

We recognise that the beginning of 1st year is a pivotal transition point, and that a positive start is essential for successful adjustment to post-primary school. Analysis of student data indicates that some students experience difficulties with organisational skills, routines, and understanding school systems, particularly those from disadvantaged backgrounds or with additional learning needs. This highlights the need for a more structured, comprehensive and consistent induction programme to support a smooth transition into 1st year.

We also understand that choosing the correct subjects and pathways for each individual student at Senior Cycle has significant implications on future progression. Within our DEIS context, we know that students may have limited access to guidance outside school and can often lack confidence in navigating post-school options. By enhancing awareness of subject choices and Senior Cycle pathways, we aim to support informed, aspirational and achievable decision-making in order to reduce disengagement and early school leaving.

Lastly, student feedback indicates that those enrolling mid-year often face additional challenges, including unfamiliarity with school routines and available supports. Without a structured induction process, these students are at increased risk of disengagement and reduced wellbeing as they adjust to a new school environment. We therefore aim to ensure that all students, regardless of entry point, have access to consistent transitional supports that promote wellbeing, a sense of belonging, and successful integration into the school community.

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