A new survey has found that just 14% of children with disabilities are thriving in school, while more than a quarter have experienced physical restraint, according to research presented to the Joint Oireachtas Committee on Disability.
The findings, compiled by Inclusion Ireland, paint a concerning picture of the educational experience for children with disabilities in Irish schools. The survey revealed that 27% of these children have been subjected to restraint measures during their time in education.
Lucinda Murrihy from Inclusion Ireland told the committee that the current school complaints system is fundamentally flawed and “set up to silence children” rather than protect their rights and wellbeing.
The stark statistics highlight significant challenges within the Irish education system’s approach to supporting students with disabilities. With only one in seven children with disabilities considered to be thriving academically and socially, the research suggests widespread systemic issues that need urgent attention.
The use of restraint on more than a quarter of children with disabilities raises serious questions about appropriate support mechanisms and training for school staff dealing with vulnerable students. Such practices can have lasting psychological impacts on children and may indicate inadequate resources or understanding of disability-appropriate educational approaches.
The criticism of the complaints system suggests that families seeking redress for poor treatment or inadequate support face additional barriers, potentially leaving children without proper advocacy when problems arise.
The findings come as Ireland works to implement inclusive education policies and meet international obligations under the UN Convention on the Rights of Persons with Disabilities. The survey results indicate significant gaps between policy intentions and classroom realities for children with disabilities.
The research underscores the need for comprehensive reform in how Irish schools support, educate, and protect children with disabilities, moving beyond compliance toward genuine inclusion and thriving educational experiences.