Keynote Speakers and Abstracts

Abstract

Keynote Title: The Imperative of A Values Ecoystem for Education: Recognising and Reflecting on the Power of Our Values for Child and Teacher Wellbeing.

In Democracy and Education (1916), John Dewey reminded us that schools are microcosms of society and that education is in essence a values-laden pursuit. In suggesting a values ecoystem for education, recognising and reflecting on the power of our values for child and teacher wellbeing is presented as an imperative for our times. Drawing on a wide range of research focused on building inclusive education systems and reflecting the conference theme, “Wellbeing: Well how?”, the implications for early childhood settings and schools in a value ecosystem will be explored. Emer will draw in particular on her recent involvement in the project Fostering Inclusive Quality Education in Finland and in Ireland. The project, implemented by the European Agency for Special Needs and Inclusive Education (EASNIE) and supported by the European Commission, is designed to support the Department of Education in Ireland and Finland to craft a road map that identifies key objectives and actions to promote equitable learning opportunities, improve educational outcomes and increase access to mainstream education for all. Emer will also share her insights from her involvement in a publication she is currently editing and contributing to with colleagues across the US; Africa; Asia and Europe, including Ireland, focused on realising children’s rights in a global context.

Biography

Prof Emer Ring is Dean of Education, (Early Childhood and Teacher Education) at Mary Immaculate College (MIC), Limerick. Emer previously worked as a primary mainstream teacher, a special education teacher, and a senior inspector with the Department of Education and Skills. Prior to her role as Dean, Emer was Head of Department of Reflective Pedagogy and Early Childhood Studies at MIC. Emer’s research interests include education law; inclusion; early childhood; child voice; autism; play and pedagogy and she has researched and published widely in these areas. Emer’s most recent publications include Special Education in an Independent Ireland 1922-2022: Insights from a Journey Through the Century, for the National Council for Special Education; an Academic Review Paper for the Purposes of the Review of the Education for Persons with Special Educational Needs (EPSEN) Act 2024 Review for the Department of Education and Youth and Play, Learning and Teaching in a Redeveloped Primary Curriculum for the National Council for Curriculum and Assessment. Together with her colleague Dr Lisha O’Sullivan, Emer has co-authored Play from the Inside Out: Theory, Research and Practice Perspectives due for publication by Peter Lang in early 2026. Emer is also a member of the extended Steering Committee for the project, Fostering Inclusive Quality Education in Finland and in Ireland being supported by the European Commission. Emer is currently editing and contributing to a publication with colleagues across the US; Africa; Asia and Europe on realising children’s rights in a global context.

Abstract

Keynote Title: Supporting Wellbeing in Irish Schools: Learning from the evidence

International and Irish studies have indicated negative trends in the mental health and wellbeing of young people over recent years. Indeed, the most recent wave of the Health Behaviour of School-Aged Children study shows that Ireland ranked 24 out of 36 countries on overall adolescent mental health. This is in stark contrast to Ireland’s high rankings on adolescent academic and social skills (1st) and physical health (11th) within the study. Prevention and wellbeing promotion are increasingly prioritised, with school-based programmes highlighted as an important way of promoting youth wellbeing. However, many school-based programmes remain poorly described and there is evidence of potential risk from some programmes. This presentation discusses how school-based programmes need to be rooted in evidence and appropriately mitigate risk. International evidence-based wellbeing promotion approaches in secondary schools are informative and can provide useful guidance for Irish policy in this sphere. The presentation then considers which students are at risk of poorer wellbeing and why. It considers recent evidence on the role of school culture and ethos in supporting positive wellbeing, including research on the role of student voice and belonging in nurturing positive wellbeing, particularly for students with additional needs and those from socio-economically disadvantaged backgrounds.

Biography

Professor Selina McCoy leads education research at the Economic and Social Research Institute (ESRI) and is Adjunct Professor of Sociology at Trinity College Dublin. Her research, spanning 25 years, focuses on education systems, social inequality, student engagement and wellbeing, and inclusive education. She has extensive experience leading national and European research projects that inform education policy and practice. 

Wellbeing Research for Education Conference 2026

Theme: Well How? Practical Wellbeing in Action Across the Education Continuum.

The book of abstracts will be available to download here closer to the event.