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Inequitable school library provision creates further division of opportunity and outcomes for our young people. This blog post focuses on policy and provision on the island of Ireland and looks at innovative practices that can help shape and transform school libraries. Through accessing the library in a statutory setting (that is, the school), pupils can overcome barriers of disadvantage, ensuring that libraries align with the vision, mission and goals of the new .

The social, educational and health benefits of using the school library have been outlined by Merga (2021) and Teravainen and Clark (2017) who demonstrate the importance of information access for young people to make well-informed choices, and the need for a safe environment to help improve the mental health and wellbeing of pupils, regardless of their socioeconomic status.

A divergent approach is taken by statutory bodies in Northern Ireland (NI) and the Republic of Ireland (ROI) towards interventions that support school libraries in the respective jurisdictions. Currently, school library provision in NI is supported by the statutory Education Library Service (ELS) that is part of the overall Education Authority structure; however, there is no such similar provision in the ROI. Indeed, there is no statutory requirement for school libraries in either jurisdiction.

The current landscape in NI presents ongoing challenges, with many schools struggling to maintain adequate library provision for pupils, and school libraries receiving little attention or priority from educational bodies. Due to budgetary constraints, the ELS provides limited financial support to school libraries, which has led to an inequitable situation whereby some schools are in a position to dedicate internal school budget funding towards the provision of library resources for pupils. Many other schools, however, are restricted by budgetary pressures and are not in a position to support any form of library provision (Coyle, 2024).

‘The current landscape in Northern Ireland presents ongoing challenges, with many schools struggling to maintain adequate library provision for pupils, and school libraries receiving little attention or priority from educational bodies.’

A more consistent and thorough approach to service delivery would see the ELS work with other stakeholders, including the Education and Training Inspectorate, which should include an assessment of library provision within its accountability framework to stimulate and add visibility to the development of the service to NI schools. In an increasingly unequal society, a reinvigorated school library service in NI, with the emphasis on a pupil-centred approach, would better equip children and young people for the future.

The recent Great School Libraries report (2023) has shown that children with free school meals entitlement are less likely to have access to a school library than young people in more affluent areas. For many pupils, their school library is the only library they know, and in many cases, the only library they can access (Coyle, 2024). Furthermore, the Great School Libraries report also finds that in Northern Ireland, children and young people are less likely to have access to a school library than is the case elsewhere in the UK.

With no statutory requirement for school libraries in the ROI, the landscape could be described as bleak. Of the 3,200+ publicly funded primary schools and the 720+ publicly funded post-primary schools in the Republic, only 30 (0.75 per cent) have publicly funded, professionally staffed libraries. These libraries are part of the centrally managed

Established in 2002, this social inclusion-oriented Library Project operates in post-primary schools in designated areas of disadvantage. While serving the whole school community, the particular focus is on students who are identified as being at risk of being socially or academically isolated or are at risk of early school leaving. The project also provides a Digital Library service to all post-primary DEIS (disadvantaged) schools in the ROI. In contrast to this, according to the almost all fee-paying schools in the ROI have professionally staffed libraries, creating an inequity of provision for young people across the country. Expansion of the JCSP Library Project has, for the first time, been included in the country’s , giving hope for future development.

For disadvantaged students, the library and librarian perform an essential role in building their self-awareness and confidence, and validating their life and culture, leading to social and emotional literacy. In addition to supporting student achievement, school libraries provide respite and refuge from the challenges that many of these students face in their daily lives, both within and outside of school. The library is so much more than just a place of reading – it is a place of imagination, a place of exploration, a place of friendship, a place of sharing, a place of safety. In essence, it is a place of belonging (Wittmann & Fisher-Allison, 2020; Loh & Binny, 2025).

‘School libraries provide respite and refuge from the challenges that many disadvantaged students face in their daily lives, both within and outside of school.’

Overall, students across the whole island of Ireland, particularly those in disadvantaged areas, are poorly served in terms of school library provision. The development of professional school library services needs to become part of national education priorities in both jurisdictions, as emphasised in the Great School Libraries (2023) report.

References

Coyle, C. (2024). Knowledge and skills for life: Exploring how school libraries can create and support formal and informal learning opportunities for post-primary pupils in disadvantaged areas of Northern Ireland [Doctoral thesis, Ulster University].

Great School Libraries. (2023). Equal futures? An imbalance of opportunities.

Loh, C. E., & Binny, A. L. (2024). ‘I use the library sometimes just to lose myself’: School libraries supporting students’ wellbeing and flourishing. IFLA Journal, 51(2), 399–408.

Merga, M. K. (2021). Libraries as wellbeing supportive spaces in contemporary schools. Journal of Library Administration, 61(6), 659–675.

Teravainen, A., & Clark, C. (2017). School libraries: A literature review of current provision and evidence of impact. National Literacy Trust.

Wittmann, P., & Fisher-Allison, N. (2020). Intentionally creating a safe space for all: The school library as refuge. Knowledge Quest, 48(3), 42–49.