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Traveller Transitions: Racialised Inequalities in Education

Co-producing knowledge with Traveller communities to address educational inequality and improve post-primary school experiences in Ireland.

The Challenge

Traveller communities in Ireland continue to experience significant and persistent educational disadvantage. Despite national policy commitments to equality and inclusion, stark disparities remain in educational outcomes, with Traveller young people far less likely to complete post-primary education or progress to higher education. These inequalities are not incidental but are shaped by structural and systemic factors, including discrimination and historically embedded exclusion within the education system.

This research responds to growing recognition of the need to address racialised inequalities in education. Evidence indicates that Traveller students frequently encounter schooling as a space where they experience marginalisation, low expectations, and everyday forms of discrimination, including stereotyping and exclusionary practices. This study adds to the research base and contributes to our understandings of racism and discrimination from the perspective of those who experience it in their everyday lives. It prioritises the voices of Traveller young people, their families, and Traveller mentors, yielding in-depth insight into the entrenched nature of Traveller exclusion within the Irish education system.

The Research

The research was co-produced by the School of Education, University College Cork (UCC) and the Cork Traveller Education Unit. The study was underpinned by a commitment to cultural respect, shared ownership, and the inclusion of Traveller voices at every stage, from concept to completion. Co-production enabled access to participants through trusted community relationships and ensured cultural sensitivity in both design and implementation, with Traveller research partners supporting recruitment, interpretation and ethical practice.

Data were generated in May-June 2025 through individual interviews and focus groups with 29 participants, including Traveller young people, Traveller mothers, Traveller mentors, and school staff. Interviews and a focus group discussion with Traveller young people (aged 14–17) were complemented by focus groups with Traveller mothers, Traveller mentors, and individual interviews with three school staff, providing a multi-perspective understanding of post-primary school experiences.

The study employed thematic analysis to identify key patterns. Central themes included racism and discrimination, school belonging, and the importance of relationships with teachers. Transition to post-primary education emerged as a critical point of vulnerability, marked by loss of supports, segregation, and everyday micro-aggressions. Ongoing dialogue with Traveller partners ensured the analysis remained grounded in lived experience and community knowledge

The Impact

This research demonstrates significant impact across social and cultural awareness, policy engagement, professional practice, and capacity-building, with strong national reach and growing influence.

The following is a summary of the outputs and outcomes arising:

Reports and Articles 
  1. Full Report: Traveller Transitions: Racialised Inequalities in Education
  2. Ingram, N., Campion, G., Neary, A., Burke, A., Rogan, A.-M. and Coffey, R. (2026: Forthcoming in Q1 journal Race, Ethnicity and Education
Press Release/Videos
Media Coverage 
  1. Irish Independent - Travellers still face discrimination, exclusion and inequality in Irish education system, study finds
  2. RTÉ News - Anti-Traveller discrimination embedded in schools - study
  3. Irish Examiner - School 'a hostile place of hurt and pain' for Traveller children, new research finds
  4. Newstalk Breakfast: https://www.newstalk.com/news/travellers-2255312
  5. RTÉ Morning Ireland: https://www.rte.ie/radio/radio1/clips/22603611/
  6. RTE Radio 1 Late Debate: https://www.rte.ie/radio/radio1/the-late-debate/2026/0423/1569867-the-late-debate-thursday-23-april-2026//
  7. Featured across hourly news bulletins on national radio stations including: Cork’s Red FM, Galway Bay FM, Tipp FM, Shannonside FM
  8. High engagement on Linkedin: (1) Post | Feed | LinkedIn 175 reactions, 35 reposts
  9. Pavee Point: https://www.paveepoint.ie/new-report-highlights-inequalities-for-traveller-young-people-in-education/
  10.  UCC Collective Social Futures News | University College Cork
Conferences/Talks
  • Ingram, N. and Campion, G. (2025) British Sociological Association, Vienna, Sept 2025.
  • Campion, G. (2025) Department  of Education and Youth Research Summit, Dublin, Nov 2025.
  •  Ingram, N., Campion, G., Neary, A., Burke, A., Rogan, A.-M. and Coffey, R. (2026) Advance HE Elevate Ireland (Online), Jan 2026.
  •  Campion, G. (2026) Traveller Education Seminar, Cork, Jan 2026.
Curriculum Development

A significant outcome of this research has been its direct contribution to curriculum development and professional learning. In partnership with the Cork Traveller Education Unit, the research has informed the co-development of a new M.Ed module or two micro-credentials titled ED6136: Undoing Traveller Exclusion: Exploring Radical Transformation in Schools 1 and ED6139: Undoing Traveller Exclusion: Exploring Radical Transformation in Schools 2. This innovative module is grounded in the research findings, with sessions addressing racialised inequalities, school belonging and transition to post-primary education. An engaged, experiential approach foregrounds Traveller voices through qualitative narratives, guest contributors and engagement with Traveller community organisations, including Cork Traveller Women’s Network.

Participant feedback highlights increased awareness of systemic inequalities and greater confidence in implementing inclusive, anti-racist practices. The module translates research into sustained professional learning, supporting system-level change.

"This module was extremely relevant and interesting, I'm so glad that I signed up and I will be recommending it to colleagues. It's no surprise that these lectures are so valuable for teachers because they are led by outstanding educators whose passion and skill in teaching really come through. The module was really eye opening and I will be taking a lot of what we learned with me throughout my practice."

— Participant, ED6136: Undoing Traveller Exclusion

Global and Local Impact: 

This research makes a direct contribution to and impact on two SDGs: Quality Education and Reduced Inequalities. 

In UCC, current and future outputs from this research will have impact for UCC Futures: Children (Inclusion and Children) and UCC Futures: Collective Social Futures (Democracy, Activism and Social Transformation).

Knowledge Production Impact:

This research makes a significant contribution to knowledge production by generating original, in-depth evidence on the lived experiences of Traveller young people in post-primary education. By foregrounding Traveller voices, the research challenges dominant deficit narratives and reframes educational inequality as a systemic issue. The findings advance understanding of school culture, teacher relationships, and transition processes, while producing actionable recommendations for policy and practice. In doing so, the study strengthens the national evidence base and identifies priorities for future large-scale and longitudinal research.

Social and Cultural Impact

The research has made a substantial contribution to public understanding of Traveller education by bringing lived experiences of inequality, discrimination, and exclusion into national discourse. Extensive media coverage has amplified the voices of Traveller participants and challenged deficit-based narratives. This widespread coverage has stimulated national conversation and contributed to increased awareness of systemic inequalities in education. This work will continue through sustained collaboration with Traveller advocacy organisations as a mechanism for long-term, sustainable change.

Policy and Professional Impact

The research is contributing to policy and professional impact by providing a robust evidence base to inform national discussions on Traveller education and inclusion. The findings align with and contribute to the implementation of the Traveller and Roma Education Strategy 2024–2030, particularly in advancing actions relating to inclusive school environments, anti-racism, and targeted supports for Traveller students.

For More Information

For more information, please read the full report here.

To make contact with the PI and follow forthcoming publications, please visit the PI’s UCC research profile here or contact the PI at NIngram@ucc.ie

 

“This report provides insight into how Traveller young people are navigating the everyday realities of post-primary school life. For too many, school is experienced as a hostile place of hurt and pain, marked by negative interactions and exclusionary practices. Our research finds that ethnic segregation and restrictions on social connection can deepen feelings of isolation, loneliness and disengagement from education.”

   –  Professor Nicola Ingram, Head of the School of Education, UCC

 

 “This report makes clear that the barriers facing Traveller students are part of deeper structural inequalities that require urgent attention. Education should be a place of opportunity, dignity and belonging for every child and young person. Listening to Traveller voices is essential if lasting change is to be achieved."

— Anne Burke, Chairperson of the Cork Traveller Education Unit

 

Banner Image:

Pictured left to right: Dr Gemma Campion; Professor Nicola Ingram; Anne Burke, Chairperson of Cork Traveller Education Unit; Senator Eileen Flynn; Dr Aoife Neary and Ann-Marie Rogan.

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