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Our Impact in Schools: Student Voices All of our outreach activities are informed by our research and promote our three core practices: Mentoring, Leadership in Learning, and Pathways to College. Despite research being carried out virtually, 2,781 students from 17 Dublin-based secondary schools responded to the 2021 Trinity Access Annual Student Survey. The image below shows the impact of each core practice on students’ post-school plans. Students who have had a mentor, who have engaged in high numbers of pathways activities and/or leadership in learning projects, had better attitudes towards attendance, displayed higher active engagement, had higher confidence in college success, and achieved higher HEAR and DARE application efficacy. These exposures and insights all influence students’ decisions in continuing their education. Phil is a secondary student in a DEIS School in Dublin. Throughout his time in school, Phil engaged in a number of Trinity Access activities. These activities were part of Trinity Access’ core practises. Pathways to College , Leadership in Learning and Mentoring . The literature highlights the importance of guidance and realistic role models (Mentoring), knowledge and information about higher education (Pathways to College) as well as innovative pedagogies and strong student teacher relationships (Leadership in Learning), in order to tackle educational disadvantage. The Trinity Access longitudinal study has shown that by taking part in these activities Phil had higher active engagement, application efficacy, confidence in college success as well as better attitudes towards attendance. All of these things meant that Phil was more likely to plan on attending a further or higher education institution. Go on Phil!
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TA21: External Evaluation The UNESCO Child and Family Research Centre, based in NUI Galway conducted an external evaluation of Trinity Access, in our capacity as participants in the Rethink Ireland Education Fund. Accordingly, the UCFRC conducted a review focusing on our social return on investment. Qualitative interviews and focus groups were held with all stakeholders including students, teachers, staff, principals, funders, and policymakers. Publication or the final report is imminent and initial findings from the UCFRC have been extremely positive. Six key skills have consistently improved as a result of students’ engagement with the Trinity Access School Outreach programmes. These include; communication, study and social skills, increased self-confidence, maturity, and future outlook. Hannah is a secondary school student in a DEIS School in Dublin. Throughout their time in school, Hannah engaged in a number of Trinity Access activities. These activities were part of Trinity Access’ core practises; Pathways to College , Leadership in Learning and Mentoring . The Trinity Access Longitudinal study has shown that by taking part in these activities Hannah had a higher active engagement, application efficacy, confidence in college success, student voice as well as better relationships with teachers and better attitudes towards attendance. All of these things meant that Hannah had a high confidence in her key skills ability. Hannah’s key skills include; Critical thinking, collaboration, communication, self-direction, creativity and using technology for educational purposes.
