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Abstract

The Child Protection Procedures for Primary and Post Primary Schools were published in December 2017, and, by March 2018, all schools in Ireland were comprehended by their statutory requirements. This paper analyses those Procedures using a hybrid analytical tool premised on Walt and Gilson’s (1994) Policy Analysis Triangle, with a selection of Riddell’s (2003) Models of Administrative Justice acting as lenses to aid interpretation. The Procedures’ context, content, actors and processes are explored, and the influence of case law and regulatory theory is examined. The multi-agency approach to child protection in Ireland is also delineated. Difficulties related to differentiating the curricular component to child protection for learners with special educational needs, and the implications of having more non-mandated than mandated persons employed in special schools is considered. The article concludes with an overview of the possible implications of this policy review for pedagogy and practice.

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