In 2019, The Irish Times reported that only 5% of TCD students came from DEIS schools (public schools that receive extra-funding due to a large number of underprivileged pupils in attendance) whilst privately educated students comprised 30% of new undergraduates. With fee-paying CAO students three times as likely to attend Ireland’s top universities, the social and economic disparities associated with public and private education continue to permeate the college classroom. How do these opposing educational backgrounds affect students’ university experience? And do these differences persevere beyond the bounds of secondary school?
“It often made me feel like a bit of an outsider”
Speaking with Trinity students from state-funded schools, students repeatedly reported that they lacked confidence in comparison to their privately educated counterparts. Many admitted that they felt self-doubt in the college classroom, whether this was in their academic abilities, communication skills, or their right to attend Trinity. Fourth-year student Erin Keenan said, “I can remember plenty of times when I’ve felt inferior to my peers. I was always very aware that they could articulate themselves in ways I just couldn’t… It often made me feel like a bit of an outsider.” In particular, public speaking seemed to be a common source of insecurity for students from public schools, stating that they felt unprepared for the seminar-style teaching that comprises many of their courses.
Their experience starkly contrasted with that of privately educated students. Stephen Conneely, who attended a fee-paying school, highlighted this disparity; “some of my [secondary-school] classes really mimicked the college environment; for example, in English and history, it was very discussion-based, instead of just taking down notes.” He further noted that he has recognised that “a lot of private school students in university have more of a confidence about them. I don’t think many private schoolers feel like an outsider in Trinity.”
The confidence gap between college students is a by-product of the clear differences in secondary school environments. The tangible reality of this perceived imbalance can be traced to fundamental economic disparities. Limited funding is supplied to public schools in Ireland, which in turn often results in larger classes, a larger student-to-teacher ratio and a weaker support system available to students. This can mean that “soft skills”, such as debating and leadership experiences, are not endorsed to the same extent as in private schools. “I never felt like my voice mattered or that my teachers particularly cared to hear it,” Alison Cummins, a Joint Honours student noted. “Coming to university I feel this has manifested as a sort of insecurity or fearfulness, which was compounded by the sheer amount of wealth I encountered when I came to Trinity. But I am unlearning the fear, slowly.”
Beyond the classroom, community plays a significant role in students’ college experience; socialising is foundational to university life. Even in this aspect, privately educated students can be at an advantage, particularly those from Dublin. Many arrive at Trinity alongside a large number of classmates or friends from wider social circles, giving them a network of people already established which mitigates the shift from secondary-level to third-level education. Conneely affirmed this, stating, “I think I adapted fairly quickly to Trinity… I noticed that I knew a lot more people on campus than perhaps my publicly educated peers did, simply because almost 30% to 40% of my year went to Trinity.” This is not the case for the majority of students from state-funded schools in Ireland, many of whom were one of a handful of students to be accepted into Trinity from their year.
The extent to which this affects a student’s community in college can vary. Still, it speaks to a wider issue of inequality between students of different classes and backgrounds. This inequality is only further frustrated when students’ social circles are limited compared to their private school counterparts.
“Engagement in extracurricular activities is perhaps where the divide between public and private is at its most palpable”
Engagement in extracurricular activities is perhaps where the divide between public and private is at its most palpable. Private school culture encourages student pursuits beyond the curriculum, which only continues once these students enter university – whether that be through sports, debating, or music. Dublin-based private schools have their rugby, while England’s Eton has its traditional ‘Wall Game’. As one privately educated student said “I think private schools offer more extracurriculars. We had student publications, scholastic competitions with other schools, at least one sports fixture a week, cadet force, the Duke of Edinburgh Award and so on.” Students from these backgrounds could be more disposed to joining college societies, clubs, and publications, as well as taking on leadership roles within these organisations.
Whilst some public schools do encourage their students to take part in extracurricular activities, their limited financial resources restrict the number of non-academic pursuits that they can fund and manage. In general, state schools prioritise education before extracurriculars. As explained by Julia Dunne, who attended public school in Dublin; “my school placed a lot of emphasis on academic success and celebrated the number of high-point courses that graduates of the school were able to enter… It was still, however, a public school, with limited resources and a narrow range of subjects available.” With such an emphasis on academics ingrained into state school students’ mindset, there is a sense of hesitation when faced with the societies that college has to offer. “In school, we didn’t have a school newspaper and I didn’t have a portfolio of articles, which I know a good portion of private school students did,” remarked one publicly educated student. “I didn’t realise that society involvement was a real option and something which could be cool and fun.”
“For Trinity students from state schools, disparity continues to shape their college experience”
As indicated by those interviewed, for Trinity students from state schools, disparity continues to shape their college experience. To assume that these differences are rendered irrelevant in university dismisses the struggles of a large portion of Trinity’s student body.
To some extent then, on both personal and social levels, privately educated students are at a clear advantage. This produces an inequitable academic playing field. The wider social, psychological and economic effects of a divided secondary education system must be addressed to ensure that third-level education is not demarcated by class and privilege.
