Respecting the Voices of Individuals from Marginalised Communities in Research—“Who Is Listening and Who Isn’t?”

ABSTRACT

In stating that “learners could and should be able to bring new perspectives and determine more adapted solutions to current educational realities,” these authors go directly to the crux of the argument for greater student involvement that has been a driving force beyond this collection of papers. [...]a school catering for these two groups of young people was characterised by low expectations and poor academic outcomes, an example that the authors McGinley and Keane argue of an increasingly segregated system of provision for Travelers and recent migrants. [...]despite the evident success of these initiatives, the authors make the pertinent observation that both initiatives operate outside the mainstream education system and as a result have little impact or influence in addressing student disengagement and early school leaving within the broader context of mainstream schools. Evidence suggests that incidents of domestic violence have increased significantly through the period of the COVID-19 pandemic [1,2] and this has inevitably impacted the mental health of both adults and children.