Summary: Ireland’s newly launched Deis Plus programme is bringing additional support to 129 schools serving communities affected by concentrated disadvantage. Research suggests that strong relationships between students, teachers, families and communities will be essential if the initiative is to reduce education inequality.
As schools begin implementing Deis Plus, the focus is shifting from simply providing extra resources to ensuring those resources build lasting social connections. For students facing economic hardship, a trusted adult, supportive parent and welcoming school environment can influence confidence, behaviour and future education choices.
Why social connections matter in Deis Plus schools
The Deis Plus programme was announced by the Minister for Education and Youth in March and has been welcomed by schools that have long sought additional support. The selection process has also prompted criticism, with excluded schools questioning whether any statistical measure can fully reflect the realities of disadvantage in a particular community.
For the 129 schools selected, however, the programme provides an opportunity to strengthen support around students and families. Among the new roles are mental health and wellbeing co-ordinators and home school community liaison co-ordinators.
These appointments are important because educational disadvantage is not shaped by classroom performance alone. A child’s experience can also be affected by family stress, housing insecurity, social isolation, low expectations and limited access to services. Schools cannot resolve every problem independently, but they can create reliable relationships that help students access assistance and remain engaged.
What research says about teacher-student relationships
Evidence from Irish students points to the value of positive relationships from the earliest years of education. At primary level, a supportive relationship with a teacher during a child’s first year can act as a protective factor, particularly for children living with conflict or instability at home.
That connection may help protect academic progress and behavioural development. It can also give children a dependable point of contact inside the school system.
The same principle applies when students move into secondary school. Research indicates that students from economically vulnerable households may begin this transition with reduced confidence in their academic ability. Their parents may also hold lower expectations about how far they will progress after school, even when the student’s actual performance does not justify those assumptions.
These expectations are not fixed. A strong relationship with a teacher at the beginning of secondary school can help challenge negative beliefs and encourage students to see further education as attainable. Such relationships are also associated with later postsecondary pathways.
The importance of “one good adult”
The idea of “one good adult” has become an important way of describing the protective role that a trusted adult can play in a young person’s life. For some students, a teacher, wellbeing co-ordinator or liaison worker may provide stability that is otherwise difficult to find.
This does not mean one staff member can solve every challenge. It does mean that consistent encouragement, attentive listening and realistic academic guidance can make a meaningful difference to how a student understands their own potential.
Why families must be part of the solution
Schools are more likely to improve educational outcomes when they work with families rather than treating home and school as separate environments. Research cited in the discussion of Deis Plus suggests that disadvantaged students can reach levels of attainment comparable with their peers when encouragement comes from both teachers and parents.
That makes the home school community liaison role particularly significant. Liaison staff can help schools communicate with families, identify barriers to participation and connect parents with relevant supports. Their work may include:
- Building trust with parents and guardians.
- Improving communication between families and schools.
- Supporting attendance, engagement and transitions.
- Connecting households with community and public services.
- Helping families understand educational pathways and opportunities.
Mental health and wellbeing co-ordinators can complement this work by supporting students’ emotional needs and helping schools respond to concerns before they become more serious. Their impact will depend on how closely they work with teachers, families and local services.
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Local flexibility will be crucial
There is no single model for tackling educational inequality. The needs of a large urban secondary school may differ substantially from those of a smaller school serving a rural community. Even schools with similar levels of deprivation can face different challenges.
For that reason, school leaders will need sufficient autonomy to decide how additional staff and resources are deployed. A rigid, top-down approach could prevent schools from responding to local circumstances.
Effective implementation is likely to require patience. Building relationships with families and community organisations takes time, especially where trust in institutions has been weakened by previous experiences. Progress may not always be visible through short-term academic measures, but stronger engagement, improved communication and greater confidence can provide important early signals.
What Deis Plus means for students and families
For students, the programme could mean easier access to emotional support, stronger links between home and school, and more encouragement to pursue education after secondary school. For parents, it may provide a clearer route into conversations with teachers and support services.
The programme also matters beyond individual schools. When schools develop stronger relationships with families and community groups, the benefits can extend into the surrounding area. Better co-ordination may help communities identify shared challenges and respond more effectively.
However, the programme’s success should not be judged solely by the number of appointments made. The central question is whether those roles are given the time, authority and support needed to build meaningful connections.
Frequently asked questions
What is Deis Plus?
Deis Plus is a new education support programme for schools serving communities with high levels of socioeconomic disadvantage. The programme includes additional staffing and resources intended to improve student wellbeing and educational outcomes.
How many schools are included?
A total of 129 schools were selected for the initial programme.
Which new roles are being introduced?
The supports highlighted include mental health and wellbeing co-ordinators and home school community liaison co-ordinators.
Why are family and community links important?
Students benefit when encouragement and expectations are aligned across school and home. Stronger community links can also help schools respond to barriers that cannot be addressed in the classroom alone.
Conclusion: relationships are the foundation of educational equality
Deis Plus gives Ireland an opportunity to address education inequality through more than additional funding or staffing. Its long-term impact will depend on whether schools can use those resources to create authentic, dependable relationships with students, families and communities.
For that reason, social connections should not be treated as an optional extra in Deis Plus schools. They are a core part of the educational infrastructure required to raise confidence, challenge low expectations and widen future opportunities for young people.
