A growing number of international studies document the importance of regular school attendance. There is a consensus among authors that absenteeism has negative implications for academic achievement as well as the social development of the child and may put them at a disadvantage in terms of their position in the education and labour market. Most of the existing studies have focused on school absenteeism among adolescents with studies on poor school attendance among young children relatively rare. This paper addresses this gap in research by exploring factors that are related to school absenteeism in Irish primary schools. Drawing on a nationally representative study of nine-year-olds, it demonstrates the complexity of the issue. The findings indicate that a combination of institutional and individual factors shape patterns of poor school attendance in Irish primary schools. While the data relate to the Irish situation, the paper raises a number of issues of interest to an international audience.

Inclusion is an important aspect of achieving the Sustainable Development Goals (SDGs) in education. This article will discuss the significance of recent developments in the field of school-based bullying prevention and evaluate their applicability to the policy discourse of inclusive education. Both inclusive education and school-based bullying remain contested phenomena without a clear consensus regarding their definition or how to operationalise them as concepts within school policy or practice effectively. UNESCO’s Scientific Committee has recently proposed the Whole Education Approach, which conceptualises a holistic, socially engaged, and interconnected vision for policy development in addressing school-based bullying prevention. Importantly, the Whole Education Approach conceptualises incidences of bullying as indicative of a deficit of care and support within the surrounding social environment, thus adopting an ecological and relational focus regarding bullying prevention. In addition, bullying prevention is viewed as requiring coherent collaboration between the school, family, and other relevant stakeholders in the local social community surrounding the school. This includes government funding, resource policies and national legal frameworks. This article argues that this approach may also have utility within inclusive education policy in supporting a more integrated and holistic promotion of social inclusion, underpinning equal opportunities in recognition of the diverse needs of all learners in schools. This article discusses the details of the Whole Education Approach and emphasises how this framework can also address educational inclusion by adopting an integrated, multi-elemental focus on supporting collaboration across stakeholders relevant to the lives of pupils within schools.

During the academic year 2019–2020, school buildings worldwide closed in response to the COVID-19 pandemic, necessitating a rapid shift to distance education. This study assessed the influence of high-speed broadband availability on student engagement with distance learning during this period in Ireland. Employing data from a representative sample of 206 secondary schools, student engagement as perceived by school principals was estimated to have been more adversely affected among schools located in areas with lower coverage of high-speed broadband. This may be partly explained by a lower probability of poorer student engagement among schools that deployed live online video teaching. While the costs and benefits must be considered, these findings may support the case for government intervention to provide greater equity in access to high-speed broadband. Where distance learning is required in future, secondary teachers should be supported in the use of live online teaching to better foster student engagement.