Phoenix Education Centre Response to the Programme for Government
Introduction
The Phoenix Education Centre, situated in East Belfast, is dedicated to addressing educational disadvantage by providing essential skills, mentoring, and support to young people from all backgrounds. In an area significantly impacted by poverty and the historical legacy of the Troubles, Phoenix recognises the multifaceted challenges that young people face. Protestant working-class boys, in particular, encounter some of the greatest barriers to educational success, affected by socio-economic hardship, intergenerational trauma, and limited access to positive role models and support networks.
This response to the Programme for Government (PfG) consultation highlights the need for coordinated government action, targeted funding, and specific measures to improve outcomes for disadvantaged young people, with a focus on communities most affected by these challenges.
Educational Disadvantage Among Protestant Working-Class Boys
Educational disadvantage in Northern Ireland is acutely felt by Protestant working-class boys, who statistically perform significantly below average compared to their peers. According to the Expert Panel on Educational Underachievement established under the ‘New Decade, New Approach’ agreement, only 37.9% of Protestant boys eligible for Free School Meals (FSME) achieved the benchmark of five GCSEs, including English and Maths, in 2018-2019. In contrast, 85.3% of non-FSME Catholic girls achieved this standard, highlighting a concerning educational gap. These statistics reveal the depth of the issue and indicate a need for concentrated efforts to address the particular barriers faced by Protestant working-class boys.1
The Centre for Research in Educational Underachievement (CREU) has found that socio-economic background is a strong determinant of educational outcomes, with key factors such as parental education, income, housing stability, and school type influencing a young person’s academic trajectory.2
In Protestant working-class communities, these factors are often exacerbated by a lack of resources, limited social capital, and, in some cases, years of underinvestment. For instance, grammar schools in Northern Ireland typically achieve higher GCSE results than non-grammar schools, further perpetuating educational inequality, as many working-class Protestant boys lack the support and preparation needed to succeed in the selective school system.
These challenges are compounded by the legacy of the Troubles, which continues to affect communities in East Belfast, and other areas with high levels of deprivation. Generational trauma, community divisions, and economic hardship are obstacles that these young people inherit, creating a pervasive cycle of disadvantage.
Response to the Programme for Government: Key Recommendations
- Joined-Up, Coordinated Action Across Government Departments
The PfG’s goals for educational improvement are positive, but they lack the comprehensive, inter-departmental approach necessary to address the complex needs of disadvantaged communities. Young people in post-conflict and deprived areas often face barriers that span mental health, social care, and educational support, necessitating a collaborative framework across government departments, especially Education, Health, and Economy. A coordinated approach would allow these departments to pool resources and provide holistic support for initiatives like those at the Phoenix Education Centre, which already deliver localised, community-led solutions. - Increased, Dedicated Funding with an Emphasis on Clear Action Plans
While the PfG rightly identifies educational improvement as a priority, the current funding allocations do not reflect the scope of the problem. Research indicates that Protestant working-class boys and other disadvantaged groups require consistent, specific funding to provide the level of support necessary to bridge the educational gap. Grassroots organisations like Phoenix, which understand the unique challenges faced by their communities, need long-term funding to develop and sustain impactful programmes. The PfG should establish dedicated funding streams for community-based initiatives that target educational disadvantage, with specific financial support for early intervention and skill-building programmes. This investment should be structured around a detailed action plan with measurable milestones, enabling the government and community partners to assess progress and adapt strategies as needed. Targeted funding can also support alternative education pathways, such as vocational training, for young people who may not thrive in traditional academic settings. Acknowledging the practical and social skills these young people possess, especially in areas like East Belfast with a strong working-class identity, would provide a more inclusive approach to education and employment opportunities. - Recognition of Positive PfG Initiatives and the Importance of Trauma-Informed, Localised Approaches
The PfG’s commitments to literacy, numeracy, and lifelong learning reflect a commitment to inclusivity and access for all young people. However, a one-size-fits-all approach may not adequately address the specific needs of communities where trauma and socio-economic challenges are pervasive. A trauma-informed approach, particularly in post-conflict communities, would address not only academic but also socio-emotional needs, helping young people to develop resilience and build positive identities. Community-led organisations like Phoenix are well-positioned to deliver such trauma-informed approaches, using local knowledge and cultural awareness to provide personalised support. By developing initiatives that recognise the lingering impact of the Troubles, the PfG can bridge the gap between young people’s academic potential and the socio-emotional support they need to succeed. Programmes designed to foster confidence, resilience, and self-worth are vital in breaking cycles of disadvantage and can be transformative for young people from backgrounds that have traditionally been underrepresented in higher education
Conclusion
Community voices play a crucial role in shaping effective and inclusive policy by ensuring that decisions reflect the realities and needs of those directly impacted. When communities are genuinely involved in policymaking, it leads to better outcomes by incorporating diverse perspectives, fostering trust, and enhancing accountability. In areas facing educational disadvantage, for instance, input from local organisations and community leaders, like those at the Phoenix Education Centre, can highlight unique challenges and potential solutions that may not be apparent to policymakers working from a distance.
The importance of community voices is especially pronounced in post-conflict regions, where policies need to address historical trauma and socio-economic disparities that can only be fully understood with community insight. Effective engagement with communities helps prevent one-size-fits-all policies and builds resilience by empowering individuals to participate in decisions affecting their lives. This approach not only strengthens the quality of public services but also promotes a culture of collaboration, where policies are co-created with the people they serve, leading to more sustainable and impactful change.
The Programme for Government’s educational objectives set a promising framework for positive change, but realising these goals requires comprehensive, sustained action. By focusing on inter-departmental coordination, dedicated funding for community-driven initiatives, and trauma-informed approaches, the PfG can provide young people with the support needed to overcome systemic barriers to success. Addressing the unique challenges faced by Protestant working-class boys and other disadvantaged groups is crucial to building a more inclusive and equitable society.
Through meaningful investment in grassroots organisations like the Phoenix Education Centre, the PfG can help dismantle cycles of disadvantage and create a brighter, more hopeful future where all young people have the opportunity to thrive