Sampling strategy: Systematic observations

Twenty pupils with behavioural care needs were recruited for this study. These pupils formed the focus both of the systematic observations and the subsequent case studies. This sample size was selected primarily to ensure adequate statistical power during quantitative data analysis of the observational data and to facilitate the establishment of research trends across pupils in receipt of SNA support (Yockey, 2018). Prior to recruitment, inclusionary criteria were established for the target pupils. Firstly, all target pupils had to present with EBD, SEBD, or primary care needs related to behavioural disturbance or behaviour-related care needs. This criterion aligned with Circular 0030/2014 (DES, 2014) regarding the provision of SNA support for pupils with behaviour-related care needs in mainstream schools. Secondly, all target pupils had to be in receipt of SNA support for more than 50% of the school day. This criterion was selected to ensure that the selected pupils were receiving sufficient SNA support to facilitate exploration of the research questions. As national data was unavailable in terms of the specific geographical location of pupils with behavioural care needs in receipt of SNA provision in mainstream Irish primary schools, a three-staged stratified sampling approach was adopted.

Stage 1 involved an exploration of data from the NCSE 2015/2016 school

allocations database (NCSE, 2015b). Based on the SNA Allocations to Primary

Schools document for the 2015/16 school year (NCSE, 2015b), mainstream primary

schools in Ireland in receipt of SNA-provision were identified. Due to the high level of schools nationwide in receipt of SNA provision, particular focus was placed on schools within the Munster region of Ireland.

Stage 2 involved the implementation of a stratified sampling procedure based on

school-level data. Using nationally representative data from schools, collected as part of the Adapting to Diversity: Irish Schools and Newcomer Students study (Smyth, Darmody, McGinnity & Byrne, 2009, as cited in Banks & McCoy, 2011), the distribution of pupils with EBD across certain school sectors and school types was examined. Such information is based on data obtained from a representative sample of primary and second-level principals, with results subsequently weighted to reflect the full population of primary and post-primary schools in Ireland. At

135 primary level, the study focused on school type in terms of designated disadvantaged schools i.e. DEIS5 (Urban band 1, urban band 2, rural), non-DEIS schools and Gaelscoileanna (Irish-medium speaking schools). Based on this data, results showed a much higher concentration of pupils with EBD in DEIS schools than any of the other school type categories. This was particularly the case in urban band 1 schools, with results showing one in five schools to have greater than 40% of pupils with EBD. This was followed by urban band 2 schools, non-DEIS schools and finally, rural schools. Gaelscoileanna emerged as having the fewest pupils with EBD, with 83% of Gaelscoileanna and 81% of Gaeltacht schools having less than 5% of pupils with EBD, as compared with 64% of English medium schools. It is notable that more recent data from The Growing Up in Ireland Study (Murray et al., 2011, as cited in McCoy et al., 2012) has shown similar findings in terms of prevalence rates of EBD across school-type.

Based on findings from both national studies, schools identified in stage 1 of the sampling process were sub-divided into school type, namely DEIS (urban band 1, urban band 2, rural) and non-DEIS schools. The school type categories were then weighted in accordance to identified prevalence rates, with a ratio of 4:3:2:1 employed for DEIS urban band 1, DEIS urban band 2, Non-DEIS and DEIS rural schools respectively. In light of the low numbers of pupils with EBD identified in Gaelscoileanna and Gaeltacht schools, and taking language concerns into consideration, it was decided that such schools would be omitted from this research.

Stage 3 involved the random selection of schools from each of the school type

categories identified at stage 2 in the sampling process, with respect to the prevalence ratio criterion applied at stage 2. Using contact details from the schools’ websites, school principals were contacted by phone and informed of the details of the study. Specific focus was given to the study’s inclusionary criteria. Each phone conversation was then followed with email contact, whereby information letters and consent forms were emailed to the school.

During this recruiting process, the gender composition of pupil participants was also considered, with the aim of recruiting a greater number of boys than girls. This is in light of data outlined in numerous international and national studies which highlights boys as being substantially more likely to be identified with EBD than girls, all else being equal. In fact, Banks et al. (2012), using data from The Growing Up in Ireland

5 _{DEIS schools are under the ‘Delivering Equality of Opportunity in Schools’ scheme, aimed at} providing better opportunities for those in communities at risk of disadvantage and social exclusion (DES, 2017b)

136 study (Murray et al., 2011), outlined how over 5% of boys are identified with EBD by their teacher as compared with less than 2% of girls. In light of this finding, it was anticipated that a ratio of 5:2 would be sought for this study in terms of boy:girl participants respectively. With regard to class level, initial focus was placed on the middle classes (1st – 4th classes) to support comparative data analysis with the age profile of pupils in the MaSt project (Webster & Blatchford, 2013a). Although a clear, systematic, stratified sampling process was adopted for the study, the recruiting of participants proved to be more challenging than originally envisaged. This was firstly due to the fact that although the NCSE 2015/2016 school allocations database (NCSE, 2015b) outlined the number of SNAs allocated to each school in Ireland, the nature of pupils’ needs in receipt of this SNA support was not available. As a result, numerous phone calls and emails to school principals resulted in a lack of pupils who met the study’s inclusionary criteria. In addition, many schools who met the study’s inclusionary criteria were not in a position to partake in the study. This was due to an array of factors, including high demands on schools to partake in research, as well as unwillingness amongst some parents and school personnel to become involved in the research, often due to the sensitivity of the topic and the vulnerability of the target population. Stemming from such issues, the stratified sampling criteria had to be loosened to ensure a sufficient number of pupils could be recruited for the study. Accordingly, the class level of the target pupils was expanded to span the entire primary school system. In addition, school type categories were collapsed into DEIS and non-DEIS bands, with the aim of obtaining a higher number of DEIS than non-DEIS case studies, where possible.

Following a lengthy recruitment process, a total of 20 target pupils were secured for the research, spanning all class levels. The composition of the school and pupil data is outlined in Table 9, including school type, pupil gender, class level and pupil age.

137 Table 9: Overview of target pupil data

Pupil Number School Type Pupil Gender Class Level Pupil Age 1. Non-DEIS Male 5th class 11 years 2. DEIS band 2 Male 4th Class 10 years 3. DEIS band 2 Male 1st class 7 years 4. Non-DEIS Male 3rd class 10 years 5. DEIS band 2 Male 4th class 10 years 6. DEIS band 2 Male 4th class 10 years 7. DEIS band 2 Male 4th class 10 years 8. Non-DEIS Male 4th class 10 years 9. Non-DEIS Male Junior Infants 5 years 10. Non-DEIS Male 3rd class 9 years 11. Non-DEIS Male 2nd class 8 years 12. DEIS band 1 Male 4th class 10 years 13. Non-DEIS Male Senior infants 7 years 14. DEIS band 1 Male 2nd class 8 years 15. Non-DEIS Male 6th class 12 years 16. Non-DEIS Male 5th class 12 years 17. Non-DEIS Male 2nd class 8 years 18. Non-DEIS Female 2nd class 8 years 19. Non-DEIS Male Senior Infants 6 years 20. DEIS band 1 Male 6th class 11 years