Guidelines

for Mentoring Traveller Students in Post Primary School

Guidelines
for Mentoring Traveller Students in Post Primary School

City of Cork VEC

Coiste Gairmoindeachais Chathair Chorcai

Visiting Teacher Service for Travellers

Cork City Council

Table of Contents

Foreword Good practice Guidelines for Mentoring Traveller Students Traveller Mentoring in a Post Primary School Examples Case Studies of Traveller Students in 3rd Level Colleges Traveller Education Information
- Pavee Point - DES Visiting Teacher Service for Travellers

Traveller Culture Information Travellers in Second Level Education Mary Allen VTST Additional Information

Foreword
Dear Reader,
Welcome to Guidelines for Mentoring Traveller Students in Post Primary Schools. These guidelines are the culmination of three years work as part of the Cork City Traveller Interagency Committee, under the auspices of the Department of Justice Equality and Law Reform. The impetus for the programme came from the Visiting Teacher Service for Travellers (VTST). In their day-to-day work with young Travellers, their parents and the schools they attend, the VTST identified the presence of mentors in schools as a key factor in the retention of young Travellers in the education system. The programme was based on the work undertaken in Cork City and County over many years in association with the Access departments in University College Cork, Cork Institute of Technology and Cork City Partnership. This work has been supported by the other members of the Traveller Interagency Committee, i.e. Department of Education and Skills, Cork City Council, the Traveller Visibility Group, the Health Service Executive, Cork City Partnership, FS, City of Cork Vocational Education Committee, Cork Traveller Womens Network, an Garda Siochana, Department of Social Protection and Cork City Childcare Company. Application was made to Pobal for financial support and the Traveller Mentoring Programme began, on a pilot basis, in the academic year 2008-2009. Six Cork City schools were identified, based on the number of Travellers enrolled. A part-time mentor was appointed to each school to work as an advocate for the students and to mediate issues that may arise. The programme was in operation over two years (2008-2010) and was evaluated by the Department of Social Studies, U.C.C. A key element of the programme was the provision of on-going professional support and training for mentors. This was provided by the Visiting Teacher Service for Travellers, on a bi-monthly basis, with outside inputs, as appropriate. This pack is a compilation of these inputs and includes some reflections from the mentors and those of Traveller students who have progressed to Third Level. It is intended to be a resource for schools for the continued support of young Travellers as they progress through the education system. The Education Sub-group of the Traveller Interagency Steering Committee. January 2011

Good Practice Guidelines For Mentoring Traveller Students

Aim of mentoring Traveller students
The aim of Traveller mentoring is to support and facilitate greater participation and achievement in education for Traveller students in school.

What is Mentoring?
Mentoring involves having a dedicated staff member working with participating Traveller students in a supportive capacity through specific needs-based initiatives. This may involve academic, personal, and / or organisational support. It facilitates the students successful daily participation in school and long- term progression. Initiatives will vary according to the year of study of the student, academic ability/attainment and individual needs, all within the particular school context. In order to reduce the vulnerability of marginalised groups in education and increase their chances of success students need:

sources of praise, encouragement and reassurance

(Ogan and Robinson 2008).

The core element of Traveller mentoring is the development of the relationship between the students and the mentor. This relationship is central as research shows that mentoring works best when focused on building a relationship of trust between the adult and the younger person, rather than on narrow behavioural or academic outcomes. (Herrara, Sipe, and McClanahan 2000)

Successful Mentoring of Traveller students should.....

be implemented in partnership with other agencies working in support of Traveller students be needs-based and flexible provide opportunities for Traveller students to be supported and encouraged provide opportunities for Traveller students to realise their potential to achieve support Traveller students to progress through the education system and support the student to feel positive as a Traveller in that system

Traveller Mentoring within the School :

It is acknowledged that the successful implementation of mentoring is reliant on the support of the school principal and staff. The day-to-day implementation of the programme will vary from one school to another depending on the individual school context. It is recommended that:

the school acknowledge mentoring as an integral part of the support structure for students within the school. the full staff cohort is informed of Traveller mentoring and supports the work of the Mentor. Traveller mentoring adapts to the needs of the students and the resources available in the school. the school support the Mentor to identify needs and appropriate supports within the school. the Mentor is part of the Care team. the Mentor receives appropriate support within the school. the Mentor access relevant training. the school staff participates in Traveller Cultural Awareness training.

Selecting a mentor:
It is recommended that the Mentor is selected from within the school staff (ideally not teaching the target group) and has the skills to work in a mentoring capacity with Traveller students. Mentor Skills / qualities:

Interest in working with Traveller students. Understanding of the needs of Traveller students. Awareness of the issues facing those who experience marginalisation. Good advocacy and communication skills. Ability to develop and implement relevant supports for students.

Working with Parents

As parents have a central role in their childrens education it is recommended that mentoring is designed to also involve parents. It is recommended that:

Parents consent to their childs participation in the programme Mentoring is explained to the parents. Parents are communicated with throughout the year.

How to Mentor

Establish and maintain a good relationship with the student that is based on mutual respect and understanding. Offer praise, encouragement and reassurance to the student. Provide a safe, supportive and appropriate space for the student for active reflection. Enhance the students sense of belonging in the school Act as an advocate for the student. Agree rules and expectations between the mentor and student. Establish and maintain clear boundaries between the student and mentor. Provide ongoing consultation and liaison with the school in identifying needs and appropriate supports.

Liaise with staff within the school. Establish and maintain regular contact with parents in consultation with other key supports within the school.

Raise educational aspirations with students, parents and staff.

References: Ogan, C. and Robinson, J. (2008) The Only Person Who Cares: Misperceptions of mentoring among faculty and students in IT programs, in Women Studies, 37 (3) pp. 257-283 Margolis, Jane, Allen Fisher, and Faye Miller. The Anatomy of Interest: Women in Undergraduate Computer Science. Womens Studies Quarterly 1 & 2 (2000): 104127. Missirian, Agnes. Herrera, C., C.L. Sipe and W.S. McClanahan, (2000) Mentoring school-age children: Relationship development in community-based and school-based programs, Philadelphia: Public Private Ventures.

Traveller Mentoring in a Post Primary School - Example 1 -

1. All Traveller students are met on a daily basis at assembly: - The mentor has a dedicated space where students can call during the day if necessary. This is a point of contact and helps in building up a better relationship. 2. Uniforms and school journals are checked daily.

3. Required resources such as pens , books, copies, etc, are provided for students as necessary. 4. Between assembly and first class, the school halls are monitored for students who may delay going to class or are unable to locate a timetable. 5. Copies of students timetables are kept by the Mentor so she/he is aware of where students should be.

6. Students following Individual Educational Programmes are met daily and their progress and behaviour is monitored and recorded. 7. Class rolls are checked daily for attendance and punctuality. Continuous absences are reported and discussed with relevant staff in the school and support services. 8. Phone calls are made to parents to ascertain the reasons for absences. This contact helps build on and improve partnership with the parents.

9. Students are supported to raise expectations, develop self-responsibility and to assess their own work.

Traveller Mentoring in a Post Primary School - Example 2 -

1. Meet and greet daily gives opportunity to check in with the students and students know that they will see a welcoming face on arrival at school.

2. Meet students on daily basis or small groups to help them to process any issues that may be arising for them.

3. Support students who are falling behind on completion of homework/ project work.

4. A Lunchtime club is provided once a week so that students feel supported by each other- they can discuss their week and an opportunity is provided to celebrate their achievements during the week.

5. Liaise with the parents either through home visits or telephone contact to discuss students progress or report good news.

6. Liaise with all school staff as the need arises, i.e. to progress an issue on behalf of the student.

7. Provision of in class support, either academic or behavioural for the student.

8. Support students to link educational achievement to progression options.

Traveller Students in third level education: LEANNE MC DONAGH

Studying Art in Cork Institute of Technology; Leanne shares her experience of school and her journey to third level.

Q. What was your experience of secondary school? A. I have very positive memories of school. I had lots of different friends and I got on well
with everyone. The teachers were friendly and always very helpful. I never experienced any discrimination or negative encounters. Hence I had no real difficulties. The school was great, books uniforms, etc, were always taken care of. The option for study and other after school activities were also open to me without having to worry about costs. Such school activities were always encouraged. I was a member of the student council and I received great recognition for doing so. The school was very fair if you were a good worker or achieved something it was acknowledged. Praise was given when it was due.

Q. Did you experience any difficulties? A. I guess if the school had not been so helpful and supportive then some difficulties I most
definitely would have encountered would be money for books, uniform, trips, excursions and study. Without all of these things it would have been very hard for me to fit in with the rest of the class and to keep up with my studies.

Q. Did you always want to go to college? A. Growing up I had no aspirations to go to college or continue in third level education of any
sort. While in school I wanted to get out as quickly as possible, my only aim was to finish the Leaving Cert. However this all changed when I was in 3rd year at Loreto Secondary School Fermoy.

Q. Why did you change your mind and decide to go to college? A. At school I was advised that I was well able for the Leaving Cert and should strongly
consider doing it. The school was extremely supportive I cannot stress how great they were. With such encouragement from friends and teachers I sat the Leaving Cert exams. I decided to progress in the direction of Art, and the principal organised for an art teacher to come in several times a week and help me with my portfolio. This was the best thing they could have done for me, as well as buying a camera for taking pictures and recording my work. The teacher also brought me to different colleges so that I could get a sense of what it would be like. We met tutors at the different colleges and received advice on how to best go about getting into the courses. The careers teacher also helped and thoroughly explained to me how I would go about getting into a course of my choice. Once I began to learn about the options available to me and about the many grants out there to help, my decision about leaving the education system started to change. After all this help and encouragement I decided to go to college. The decision was very relaxed and I went because I wanted to. I told myself that I would go, see how I liked it, and if I didnt I could always leave. The

course I decided to do was perfectly suited to me, Art, being something I love made it easy for me and I really enjoy the course.

Q. How can we encourage more Traveller students to consider going to college? A. Teachers need to teach the students the essentials so that they can be thinking of course
possibilities as early as possible. This for me was essential and for every other Traveller child to be taught as well. I had not even heard of the CAO and did not know how the system worked. I am almost certain the majority of young Travellers are in the same position. As we all know not many progress on to 3rd level education and I strongly feel this is due to the lack of knowledge about how to get into courses

Q. How do your family feel about you going to college? A. Initially my father was concerned about me travelling to cork every day but as the weeks
passed by he got used to it. He also didnt understand why I wanted to do it as he couldnt see what I would get out of it at the end of the day. But like my mother he realised it was something I wanted to do and he was ok with it. Three years later and my younger sister has also continued her education into 3rd level. The teachers at the same school helped her just like they had helped me. I was also able to help her with some of the many questions she had. Two of my other sisters are now also enquiring about what they could do after school and they are not even in the leaving cert cycle yet, one isnt even in secondary school.

Q. What advice would you give young Travellers in secondary school? A. For anyone who is even slightly thinking of doing something with their lives, or even
thinks they just want to do something other than sit at home all day every day. Then all you need to do is investigate some areas that you may be interested in working and find out as much as possible. If you are afraid of what your parents or family might think dont be, at the end of the day if it is what you want to do then no one elses opinion should matter, but of course to have everyone on your side is always best. This is also where teachers can help in explaining that further education is always in everyones best interest and the benefits that come with 3rd level education. Ask your teachers they are there to help. Good and helpful teachers in my opinion are the key to opening many of the well and truly locked doors that face all travellers.

Traveller Students in third level education: GAVIN HENNESSY

Final Year UCC-PLUS Student, International Development & Food Policy, University College Cork.

What makes me get up in the morning?

Being one of six children in a not so average family made second level very difficult for me. I was never a very academic person and hated almost all of the subjects at school. Like a lot of young people in secondary school I found it very hard to get up in the morning and face into another boring day at school. I became an expert at mimicking the symptoms of all the common sicknesses to the point Id nearly convince myself I was actually sick. I also liked to try my luck at giving my mom help at home with the cleaning or looking after my younger siblings instead of going to school. Ill never forget the sense of accomplishment when the school principal approached me in 5th year and said to me in a very disappointed tone you have the worst attendance in the whole school this year and youre not far behind in the last few years either, Im not just saying its fact, Ive checked. Being quick thinking I responded by saying Sir...Sir I swear I just keep forgetting to sign in and ye include everyday Im late in that too so I dont think you right. The look on his face said it all (didnt believe a word of what I said). In saying this Im not trying to make myself look cool or say that what I was doing was right I just want to show that Im your average student like most others who did not enjoy school that much. Also lots of people think that its only brain-boxes who can go to college because its really hard, thats not true at all, anyone who does a bit of work and wants to go to college can. So after not doing much work in 5th year and starting 6th year thinking that Id never get in or be able to afford to go to college, one day that all changed. Some of you might be able to relate to this. One day I was sitting in class and one of my teachers had asked us to write an essay on where do you see yourself in ten years. For some reason this interested me more so than other topics we had been given, usually I would not have bothered to do my homework and my teachers had become so sick of me not doing it that they didnt expect it anymore. But this time I did it, put a lot of work into it and when it came time to share some of them with the class I was eager to share what I had written. Surprised that I had done my assignment my teacher picked me to read mine to the class. From a young age I had always wanted to travel and after volunteering with a local charity once before, I had dreamed of one day working for the United Nations as a charity worker in a developing country, and so wrote about this in my essay. Ill never forget the look on his face and what he said next. Come here boy you would want to take your head out of the clouds and be a bit more realistic youre never going to work for the United Nations he then laughed as if I had been joking and moved swiftly onto the next person. It was at that point when I got sick of teachers expecting less of me, some might say rightly so because of my lack of attendance and lack of work ethic, but I disagree. So I made the decision that I would show him and all the others that I wasnt going to settle for what they expected of me and that if I wanted to I could and will work for the United Nations. I worked hard, it wasnt easy, I went to my local youth centre and applied for free grinds and went two days a week after school and it paid off. I passed all my subjects and got an A1 in that teachers subject and his face when I told him on results day was priceless. So today Im a fourth year student of International Development & Food policy here at UCC. Since I began in 2007 Ive started a college society with friends, became chairperson of that society, I was

class representative for my course in first year and currently sit on the equality advisory board representing the travelling community at the college. As well as this Ive been working towards my dream by travelling to work in refugee camp in the Sahara desert in first year, I worked as a city coordinator for a charity in Kolkata India for the summer of 2009 and most recently I just finished a 6 month work placement with a charity as a research assistant and got to travel to Africa to conduct research in Ethiopia and Uganda. All this would not have been possible though if i hadnt been supported and given a chance to succeed by the UCC Plus programme who helps students from different backgrounds to go to college and help support them while in college both financially and academically. UCC Plus gave me a chance to work towards my dream in 2007 and I have looked back since. I will graduate next year in September and currently applying for masters in Europe and hopefully will be studying Tropical Natural Resource Management in Belgium this time next year, which will take one step closer to realising my dream of working for the United Nations. So my advice to you as a current student in secondary school who may or may not be thinking of going to college is; find something that interests you and work as hard as you can to chase it and reach it. Never Settle for what people expect of it, always aim higher. Because even though people might not believe in you now, if you need to believe in yourself, theirs noting you cannot achieve. It might be becoming a boxer, hairdresser, builder or business man decide what you would like to do in the future and where you would like to see yourself in ten years and when you find it, want it and try to achieve it, you wont have any problem in getting up in the morning. So what makes me get up in the morning is the knowledge that each day that I work hard at what interests me and what I love takes me a step closer to making my dream come true. Its not easy but if you want it enough you will make it no matter what.

Further Education: The experience of one Traveller student: ELLEN MOYNIHAN

Having studied Social Studies in a Further Education College, Ellen has now progressed on to Cork Institute of Technology. Ellen shares her experience of school, further education and now third level.

Q. What was your experience of secondary school? A. I always really enjoyed school. I loved going there because teachers gave me confidence
and motivated me to study and gave me praise and recognition for the smallest achievements, even if it was the difference of getting a little bit extra in a test. They made me feel confident, gave me a sense of belief in myself that inspired me to study hard. I made great friends in secondary that always supported me through everything and to this day we are still in contact and they are still giving me continued support. I was involved in a series of programmes in school especially in fourth year, the Mini Company, Young Social Innovators, and UCC PLUS+ Easter Programme. Through these programmes I met different people, developed selfconfidence and really matured.

Q. Did you experience any difficulties? A. Yes there were obstacles in school, and it was difficult at times especially with some
subjects when I didnt understand the topic. It really frustrated me, but the teachers never quit on me, especially my Maths teacher. I used to get so frustrated but no matter what, whenever there was time she would always help me. My school was brilliant in catering for my needs, there were always dedicated teachers giving that always extra support.

Q. Did you always want to go to college? A. When I was younger, I generally didnt know did I want to go to college or not. When there
was talk of college in our class, for some strange reason there was always a negative view about college. Everybody thought that you had to have certain academic abilities to enter colleges and what people didnt realize is that colleges cater for all different types of people with different academic abilities.

Q. Why did you decide to go to college? A. I decided to go to college after fourth year. I was never a shy person I love interacting and
socializing with people so I decided I would love to progress to college and do a course that involved interacting with other people and helping them to achieve to the best of their ability. I think school and my parents influenced this decision. Certainly my parents, they never pressured me, juts told me to do my best and they were proud of all my achievements. While they didnt understand the concept of college, or CAO or Leaving Cert points they did want what was best for me.

From speakers coming to the school, I heard about the variety of courses you could do, this encouraged me and I knew for certain I wanted to work with people. When I heard about different courses it was really exciting to think I could actually partake in one of these courses and do something that I liked and not just take up any odd job when I finished school. I got help and support and I sat my Leaving Cert. It was hard, and sometimes I got frustrated but I knew nothing was going to stop me from trying my best.

Q. What did you do after your Leaving Cert? A. I successfully completed my Leaving Cert and decided to pursue a one-year Further
Education course in Social Studies in the Cork College of Commerce. The Cork College of Commerce is a brilliant further education college. It isnt an institute of technology or a university but it was a great stepping stone for me to progress onwards in education. It prepared me for going on to third level. As well as learning on the course the Further Education experience taught me all the essentials, the importance of responsibility, handing essays and assignments in on time, report writing, communications skills and really enhanced my confidence as a person. The course was amazing and the material I learned was so interesting I loved learning it. It is different to school because in school there are subjects that you have to learn whether you like it or not. Social studies was all about subjects I was interested in working with and helping people so I really enjoyed it and I also completed some work experience. I was delighted when I graduated because this was a great achievement and would lead me to third level.

Q. So from the College of Commerce you have now progressed to Cork

Institute of Technology?

A. Yes I am now studying Tourism in Cork Institute of Technology. I am really enjoying the
course because again it is all about working with people but in the tourist industry. I love the course and without first going to the College of Commerce I think I wouldnt have been as confident coming here to do this course.

Q. How do your family feel about education? A. My sister went to college and completed a degree and she really inspired me. My parents
never went to college, but now if they could turn back time they tell me that they would love to have an education like us.

Q. What advice would you give young Travellers in secondary school? A. For anybody thinking about going to college, I would advise you to go. If you have an
interest, a dream, research it and do everything in your power to get to where you want to be no matter where you are from, or who you are. I am a Traveller and I know a lot of Travellers dont have an interest in college but if you have the ability and if your teachers tell you that you do I would advise you to go to college. Do your best and dont give up on the opportunity that could make you very happy!

Travellers In Second Level Education

Mary Allen, DES Visiting Teacher Service for Travellers
Travellers have been making tentative approaches of some significance to second level education, only since 1992, when just 100 pupils were enrolled. Teachers are concerned about low attainment levels and lack of preparedness of Travellers who enrol in 1st year. In 2001 2002, 582 Travellers started in 1st year, by 2004 2005, only 34% of that cohort remained. Kenny (1997) states that Travellers are making a statement about post primary schools by staying away. Looney (1998, NCCA) notes that education is undeniably a future orientated process. Travellers in common with other disadvantaged and marginalized communities have short term perspectives on many aspects of life including education. When their experience of the education system in the present is not good, people react by non participation, be that in physical or emotional terms. OReilly (1993) summarizes the thoughts of Travellers about education, for us school is only part of the education of our children Delpitt (1995) argues that a political power game is being played out in society and that if minority groups want to be included, they need to be able to write, talk and behave like the dominant cultural group. Although Travellers do not value education in the same way as the majority of the population, it is necessary for them to adapt and to use the education system as a means to an end. The resistence of Travellers to second level education is manifested in

very poor attendance in many cases early drop out a refusal to conform to school rules, uniform being a particularly contentious example

The Traveller Perspective On Second Level Education

Travellers come from a nomadic tradition, were previously predominantly rural dwellers with their own language, customs and economy. Travellers were almost invisible in Irish society until the 1970s and went about their lives, generally enjoying the good will of the sedentary population. Today, the Traveller Community is very much urban based, living on the margins of society, enduring poor health and housing, their traditional economic independence gone, to be replaced by a learned dependency on Social Welfare. An ethnic group who feel under siege, their traditional places for pulling in have been blocked off to discourage travelling. Transient Halting Sites which should be provided under legislation are very scarce. Little or no provision is being made by County and City Councils to facilitate horses or scrap, rather, trading in these activities is actively discouraged. The Nally Case provoked much negativity towards Travellers in the media. The marginalization of a whole community has resulted in a range of issues which impact on Travellers ability to benefit from education- poor health, high mortality rates, bad accommodation, depression, violence, alienation from mainstream society. In addition many

Travellers have particular concerns as follows.

Traveller parents express perspectives on schools as representing a threat to the maintenance of Traveller culture. Travellers view sedentary teenagers as having too much freedom and do not want their teenagers, especially girls, forming friendships and relationships, and therefore being influenced by people from outside their own community. Travellers continue to report a sense of isolation in school and of being outsiders within school communities Many Travellers do not see the point of second level education, because of the difficulty in securing employment. Name and address will often militate against success, in cases where these barriers have been overcome, some one who is deemed to look like a Travellers, speak like a Traveller, is therefore more than likely a Traveller and will often find it difficult to secure a job. Traditional Traveller families value education in terms of learning to read and write, and to receive the Sacraments. Therefore, many Travellers do not transfer to 1st year, but rather leave school to become involved in the horse and scrap trades, not real businesses generally in the economic sense, more a hobby. Girls are usually more interested in staying on in education, but are often withdrawn to do house keeping, childminding and to prepare for early marriage.

Engaging Travellers Around Second Level Education

Looney (1998) notes that students who drop out of post primary education before the end of compulsory schooling never actually dropped in, in the first instance. They never made the connections with teachers, subjects or peers, or the requirements of the school as institution. Hargreaves (1982) likens post primary schools to over crowded airports where students move around like frantic passengers. The strain for a child in facing the complex and rapid second level system is far greater for those communities without a tradition of participation in such a sector.

Towards improving attendance and raising attainment

A welcoming ethos. Some of the Travellers who arrive in post primary schools have had indifferent and sometimes bad experiences in primary school. They are presenting with low levels of literacy and numeracy in many cases. However, progress can still be made, given the will on both sides, and the expertise on the part of the teacher. Development of relationships with Travellers parents. Meet the family on their own territory (in their home). This action, repeated on a regular basis has potential multiple benefits, including gaining a better understanding of Traveller life, engaging the support of parents, ensuring a better grip on the student. Many Traveller parents have not had good experiences of school, therefore they are reluctant to visit the school to engage with teachers. The time spent on Outreach work will be repaid many times over. Teacher as sales person. The structure and value system of school is geared to sedentary children, there is an issue involved in getting Traveller children to see the relevance of education to life and to work in general. Consider in school incentives to facilitate and promote regular attendance and raise attainment. Many Travellers come to post primary school with low literacy and numeracy levels and will find it very difficult, even impossible in some cases to participate in a very academic system. Some Travelles will be as able as their peers, but will have no

interest in participating at this level. Despite the best efforts of all concerned, many of these students will drop out. It is important that these Travellers have the best experience possible within the school system while there, not only for themselves personally, but for the sake of the younger Travellers presently in primary schools. To quote WB Yeats, education is not the filling of a bucket, but the lighting of a fire. We need to take a long term view in many cases.

Working Towards Inclusion For Traveller Students

Inclusion at a most basic level is about the presence in the schools of a diversity of students including Travellers. It is about participation in all areas of school life, in the full range of learning experiences and in the various sets of relationships that make up and drive school life. A main concern now is to promote the anti racist, inter cultural school within which groups including Travellers will find inclusion.

Some practical strategies.

Set the boundaries. The rules of classroom, corridors, playgrounds need to be spelt out clearly and often. Cristina Igao (1995) refers to the notion of Cultural Split occurring when children have to behave one way at home and in a different way in school. It is necessary for us to understand the difficulties involved in trying to integrate and process two cultures. Discipline problems should be confronted but in a sensitive way. Use simple English. In common with children from all backgrounds of socio economic disadvantage, Travellers have restricted receptive and expressive language, so do their parents. Raise the expectations. Because of the disadvantaged status that Traveller bring to school, teacher expectations for them are often very low, this can be a self fulfilling prophecy. Kenny (1997) found that Traveller pupils managed to resist teachers agendas by presenting themselves as victims, pleading inability to tackle tasks that they were subsequently well able to complete. Use a multi sensory approach. Travellers have very well developed visual perception. Differentiate your lesson. Design tests and assessments so that even the least able student has a realistic chance of achieving a pass standard. Make your subject relevant. Apart from the importance of learning materials having relevance to pupils real life experiences and their understanding of the world in which they live, it is also fundamentally important that such materials are sensitively introduced. A bad choice of a poem from the Leaving Certificate Anthology caused offence and embarrassment to a Traveller girl where none were intended. From the Reading Lesson by Richard Murphy, verse 4 Ill not read anymore, should I give up His hands long fingered as a Celtic scribes Will grow callous, gathering sticks or scrap Exploring pockets of the horny drunk Loiterers at the fair, giving him lice A neighbour chuckles, you can never tame the wild duck When his wings grow, he will fly off

Use age appropriate reading materials. The fairy tale Cinderella is not suitable reading material for students aged 13 14 years who consider themselves adult. Use age appropriate resources, no use in trying to get a 13 year old to learn 5 times tables, teach use of a calculator instead. Be direct. Travellers do not speak in the abstract. Giving a hint or using veiled messages does not work. Use straight talking, the way Travellers themselves do.

Make allowances for a nomadic tradition. Travellers find it difficult to cope with being sedentary, even for short periods of time. This is manifested in the inability of some Travellers to sit still in class for what we consider a reasonable period of time. A sympathetic response to bullying. Travellers are often subjected to name calling, this is clearly racially abusive behaviour and totally unacceptable Homework is a problem. Over crowding at home and non literate parents make homework difficult to do. Learning support. In many cases, Travellers present in school with arrested progress due to fragmented or interrupted learning, and will require learning support within the limits of available resources.

References
Delpit, L. (1995). Other Peoples Children, Cultural Conflict in the Classroom. New York. New Press. Hargreaves, A (1982). The Challenge for the Comprehensive School; Culture, Curriculum and Community. London. Routledge. Igoa, C. (1995). The Inner World of the Immigrant Child. New Jersey. Laurence Erlmbaum Associates Kenny, M (1995). Understanding what we see and hear, Travellers in second level schooling in Glaochlai, Journal of the Association of Teachers of Travelling People. Dublin. ATTP Kenny, M. (1997) The Routes of Resistance, Travellers and Second Level Schooling. Hants GU11 3HR. Ashgate Publishing. Looney, A. (1998) Cultures of Change, in Farrell, B. (ed) Issues in Education, Changing Education, Changing Society. Dublin. ASTI Publication, pp 87 93. Lynch, K. (1999) Equality in Education. Dublin. Gill and MacMillan.

Details of Traveller Participation in Education

Diagram 1
Enrolment comparison between 1998 and 2008
1988 Primary Secondary Second Chance Education
(Youthreach, STTCs etc.)

2008 8258

3953 <100 n/a n/a

2874

587

Higher Education

80

Diagram 2
Post Primary Traveller enrolment 1997- 2008

Diagram 3
% of 1st year Traveller students sitting their Leaving Certificate 1999-2008