This paper examines the discrepancy between trends in attitudinal survey data in Northern Ireland which show increased support for integrated schooling, and actual increases in the number of students who attend integrated schools, which is comparatively low, and considers why this is so.
Several scholars (Dunn 1995; Murray et al. 1997; Smith1995; Connolly 2002) have recognised and demonstrated the negative impacts that segregated schooling can have on community relations in Northern Ireland. It comes as no surprise then that the Good Friday agreement, also known as the Belfast Agreement, which marked the end of the Troubles in 1998, identified integrated schooling as integral to developing better community relations in Northern Ireland. Trends in the Northern Ireland Life and Times (NILT) data, show that support for integrated schooling amongst the general population has been increasing since the signing of the agreement. However, the actual number of students attending integrated schools has increased very little. Several factors account for this discrepancy including misreporting in attitudinal survey data answers, the institutional inertia of many school boards when it comes to embracing integrated schooling, and shortcomings in policy coming from the government and the Northern Irish Education system intended to encourage the establishment of more integrated schools. The obstacles preventing more integrated schooling in Northern Ireland are particularly troubling considering the continuation of communal tensions which continue to manifest in violence on occasion.
This paper examines trends in support for integrated schooling and the number of children attending school across the ethno-communal divide, and considers the reason for this in more detail drawing on attitudinal survey data from the Northern Ireland Life and TImes Survey, statistics from the Department of Education in Northern Ireland, in depth interviews with young people in Northern Ireland and secondary literature to make its arguments.
