"If the children yell in school, it is reasonable to assume that they not yelling at their teachers, but rather yelling for themselves. The societal changes have meant that there is a new kind of adolescent and primary school pupil in our midst."

In her excellent 1997 Report on School Discipline, Dr. Maeve Martin clearly identified the main issues that schools must address if they are to be effective in their mission. She concluded: "Schools that are pupil-centred, that are for the pupils, have an unparalleled opportunity to make a difference in the lives of many."

It is indeed heartening to see Dr. Marti's views being strongly supported by a new ESRI study of 116 Irish schools. Do Schools Differ? is a comprehensive report on the effectiveness of Irish Schools by Dr. Emer Smyth. This study identifies a number of factors that are important in improving school's academic performance. These include:

. a "strict but fair" disciplinary climate
. high teacher expectations of their students
. good pupil-teacher relations
. pupil's involvement in their school

Other important elements in school effectiveness are high levels of management-staff consultation and parental involvement.

iapce is very pleased that the report lays so much stress on the quality of relationships within the school. Foe years now, research has been showing that the classroom climate established by the teacher has a major effect on students attitudes and motivation towards learning. This climate is one that is purposeful, task-orientated, relaxed, warm, and supportive and has a sense of order. Analyses of the skills involved in creating a positive classroom climate show that the climate derives from the values that are implicit and pervade the lesson - that is, that students and their learning are of immense importance.

This is the reason for the existence of iapce. for the past three years we have been privileged to walk the path of change with many schools throughout the country. Those schools are keen to institutionalise their systems of relationships, thereby publicly acknowledging, in their timetables and practices, that the welfare of the young people in their care is paramount.

Our personnel have now visited schools in every county in the Republic and most parts of Northern Ireland. It has been very heartening for us to tap into the huge amount of good will for which the Irish teachers are so well known, and to help in channelling that generosity towards creating secure and happy learning environments for our young people.

Aidan O'Reilly, Editor

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