Negotiating belonging in Irish primary schools: the role of childhood agency

Ireland has undergone significant socio-cultural changes over the past 30 years. Consequently, it is important to understand how students are negotiating these changes and the extent to which schools are preparing young people to engage with cultural and religious diversity. Building on previous research concerning agency and school belonging, this study focuses on non-Catholic students. Given the denominational primary school sector and relatively homogenous teaching workforce in Ireland, examining how students from minority cultural backgrounds exercise agency to develop a sense of belonging provides valuable insights for policy and practice. The findings highlight the capacity of students to draw meaning from different cultures and religions, negotiate their own place, and contribute to broader discourses concerning the inclusion of diverse religions and cultures in Irish primary schools. This study is also relevant internationally as it highlights the role of student agency in negotiating belonging for both the individual and their peers.