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Wellbeing in School: Improving national educational policy to supports the wellbeing of Irish children and young people

The Challenge

Negative trends in youth mental health and wellbeing are a concern both in Ireland and internationally. This challenge is particularly acute for students experiencing marginalisation due to socio-economic status, gender, ethnicity, or additional educational needs, contributing to inequalities in student outcomes. Wellbeing is increasingly recognised as both an outcome and an enabler of learning, such that academic goals can only be addressed within the context of positive wellbeing. Schools hold significant potential to promote wellbeing and mental health given their capacity to (a) reach diverse young people, (b) facilitate social connections and (c) host wide-ranging interventions.

The UN Sustainable Development Goals highlight the urgency of this issue. ‘Good Health and Wellbeing’ (SDG 3) is compromised when students experience unmet mental health needs. ‘Quality Education’ (SDG 4) cannot be fully realised without fostering student wellbeing. ‘Gender Equality’ (SDG 5) and ‘Reduced Inequalities’ (SDG 10) remain unattained when vulnerable student groups are disproportionately affected by inadequate wellbeing support in schools.

Despite policy recognition of wellbeing as a priority, there remains a gap between policy ambition and practice implementation. Significant concerns and disagreement remain regarding how best to promote and even monitor student wellbeing and mental health in school contexts. Schools, educators, policymakers, and wellbeing organisations require robust, accessible evidence to inform effective, inclusive, and sustainable approaches to student wellbeing.

The Research

Funded by the Irish Department of Education and Youth, this study contributed to the review of the Wellbeing Policy and Framework for Practice (2019) and was conducted in partnership with the National Educational Psychological Service, with support from the Department’s wellbeing advisory group.

Aim:

The study provided a comprehensive, up-to-date review of wellbeing promotion practices in Irish schools and identified international best practice, with a particular focus on measuring and monitoring student wellbeing. It also generated recommendations to inform the next phase of policy development, including consultation with children and young people. The review addressed key questions relating to current data on children and young people’s wellbeing and mental health in Ireland; evidence of the effectiveness of Irish policies, curricula, and initiatives; international best practices for supporting wellbeing in schools; and robust systems for national data collection on wellbeing.

Methodology:

A comprehensive narrative review of Irish and international literature was undertaken, drawing on peer-reviewed studies, policy documents, and grey literature. The analysis examined current Irish practices alongside international best practice, including case studies of four national systems. It also identified key considerations for the effective measurement and monitoring of wellbeing in schools (see Dempsey & McCoy, 2026).

The Impact

This study produced a comprehensive, up-to-date review of Irish and international literature to guide policy development for wellbeing promotion in schools. The outputs and outcomes of the study are detailed below.

Knowledge Production

Reports/academic articles:

  • Dempsey, C., & McCoy, S. (2026). Supporting student wellbeing in school contexts: A narrative review. ESRI Research Series. https://www.esri.ie/system/files/publications/RS223.pdf
  • Dempsey, C., Farrell, E., & McCoy, S. (2026). Understanding the role of school experiences in the wellbeing of girls, SEN and low SES students: A self-determination theory approach. Studies in Educational Evaluation, 86, 101489. https://doi.org/10.1016/j.stueduc.2025.101489 (8 citations to date)
  • Dempsey, C., & McCoy, S. (2026). The role of academic self‐concepts, parent expectations and teacher–student interactions in socio‐economic gaps in educational attainment. British Journal of Educational Psychology, 96(1), 422-442. https://doi.org/10.1111/bjep.70025 (5 citations to date)

Stakeholder publications/presentations:

  • Dempsey, C., & McCoy, S. (2025): Getting the most out of wellbeing in schools. National Association of Principals and Deputy Principals Leader journal (stakeholder magazine)
  • National Roundtable on Wellbeing and Mental Health in Post-Primary Schools in Ireland, Dublin, Ireland (December 2025)
  • Policymaker presentations:
  • North South Ministerial Council (NSMC) Education Sector Working Group (8th October 2025)
  • Department of Education’s Inspectorate and National Educational Psychological Services Senior Management (14th January 2026)
  • Department of Education’s Wellbeing Policy Statement and Framework for Practice Review Advisory Group (23th April 2026)
  • Department of Education’s Anti-Bullying Working Group (28th April 2026)

Academic conference presentations:

  • Dempsey, C. & McCoy, S. (November 2025). Evidence and future directions for wellbeing and mental health promotion in Irish schools. Department of Education Research Summit, Dublin, Ireland
Societal and Cultural Impact

The study informed public debate and interest on student wellbeing through radio and media:

Policy Development Impact

The study provided evidence-based recommendations for the revision and the development of the Wellbeing Policy Statement and Framework for Practice, as outlined in this Department of Education and Youth statement. The study also developed partnerships between the researchers and relevant stakeholders including Jigsaw, National Association of Principals and Deputy Principals, National Educational Psychological Services, Department of Education and Youth.

Professional and Public Service Impact

The study will improve initial teacher education and continuing professional development for primary and post-primary teachers regarding mental health literacy, promoting wellbeing and associated competencies, and leadership in wellbeing. The review provides areas for improved inter-agency collaboration, including embedding of external supports and services for complex mental health needs addressed in schools, and inter-departmental coordination of government policy.

Internationalisation Impact

The review produced new international collaborations with other research teams, community partners and agencies which have enhanced the profile of Irish research, policy and practitioners on an international stage. This has resulted in a symposium submission (“Promoting Wellbeing in Post-Primary Schools”) to the International Association for Youth Mental Health Conference (November, 2026) with collaborating partners in Jigsaw (Ireland), NEPS (Ireland), Foundry (British Columbia), and Headspace (Australia).

Capacity-Building Impact

This research has resulted in further research funding leveraged, including undertaking similar policy review for the current developments to the Department of Education and Youth’s Cineáltas Action Plan on Bullying and Standards and Quality in Guidance Counsellor Education and Qualifications.

Health and Wellbeing Impact

The research will improve the delivery of wellbeing and mental health services and support in schools.

 

For More Information

For more information on the study, please follow this link to the full report.

For more information on the principal investigator, please visit Dr Caoimhe Dempsey’s research profile or email her at cdempsey@ucc.ie.

 

“The department welcomes the ESRI’s narrative review on Supporting Student Wellbeing in School Contexts and believes that its publication is both informative and timely, as we engage with our stakeholders in developing a new and updated wellbeing policy and implementation plan that will shape wellbeing in our schools in the years to come.” 

   –  Anne Tansey, Director of the National Educational Psychological Service in the Department of Education and Youth

 

“We strongly welcome this report. It confirms what we see every day – schools are on the frontline of our youth mental health crisis, yet educators remain ill-equipped. With 75% of mental health difficulties that persist into adulthood starting before age 25, we cannot afford to wait. While we acknowledge the government’s recent significant investment in youth mental health and progress in educational policy, far more attention must be devoted to preventing mental ill-health in schools, rather than simply intervening as it arises.”

— Mike Mansfield, Director of Communications & Fundraising at Jigsaw

 

“Schools are on the frontline of youth mental health and wellbeing. Policy should clearly separate universal wellbeing initiatives from targeted interventions for students with complex mental health needs. Additionally, the education system must strengthen teacher mental health literacy and guarantee access to external supports.”

— Caoimhe Dempsey, Principal Investigator / School of Applied Psychology, UCC

 

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