The School Completion Programme was established in 2002 to provide support for children and young people at risk of early school leaving and is part of a suite of supports offered through the Delivering Equality of Opportunity in Schools (DEIS)1 programme. The programme is run by Tusla Education Support Service (TESS) with oversight from the Department of Education. The programme is organised into 121 projects managed by a coordinator and overseen by a Local Management Committee (LMC). Each project covers a number of primary and post-primary schools. The programme currently covers 783 schools that have a total population of over 250,000 students. The three core outcomes of the programme are improved attendance, improved participation (engagement in learning and other school activities) and improved retention among children and young people, with improved participation seen as leading to increases in attendance and retention levels. To achieve these objectives, there are three levels of intervention: the target group, children and young people identified with the greatest need to whom staff provide more intensive support; brief interventions, designed to address a temporary crisis; and universal interventions that provide whole-class support, for example through a life skills programme. The strands of support are divided between in-school supports, supports around the school day (before or after school, or at lunchtime), holiday provision and supports for young people who are out of school (because of school avoidance, suspension/expulsion, or early school leaving). A review of the programme conducted by the ESRI in 2015 highlighted its value in providing flexible and needs-based supports to vulnerable children and young people. However, the review highlighted a number of challenges, including project governance, variation in the size of projects and the supports provided, and the impact of austerity-related funding decreases. In the intervening period, there have been a number of changes to the programme, including an increase in funding, the introduction of a new intake framework to refer students, a greater emphasis on evidence-based programmes (such as Decider Life Skills and Working Things Out), a roll-out of continuous professional development for staff and webinars for LMC members. There have also been considerable changes in the broader societal context, with the impact of the pandemic on wellbeing leading to marked increases in school non-attendance. This report draws on a survey of SCP coordinators, detailed case studies of six projects, and a consultation event conducted with SCP coordinators and project workers. This rich information is used to examine the operation of SCP in this changed landscape and highlight the implications for future development of the programme.
