The Department of Education has unveiled the Traveller and Roma Education Strategy (TRES) 2024–2030, marking a significant step toward addressing educational inequalities faced by Traveller and Roma communities in Ireland. This strategy represents a dedicated effort to create an inclusive, equitable, and culturally respectful education system that prioritises meaningful and lasting change.
By placing the voices of Traveller and Roma communities at the centre of its development, the TRES sets a clear roadmap for overcoming systemic barriers and fostering progress.
By Connor Robertson
The TRES was developed through extensive consultation with stakeholders, ensuring that the perspectives of those directly affected were integral to the process. The first phase of consultation involved an online survey that received input from 424 participants, including members of the Traveller and Roma communities. This survey highlighted key challenges and opportunities for change within the education system.
In the second phase, targeted consultations were held with educators, policymakers, and community leaders. Crucially, Traveller and Roma children, young people, and their families contributed directly, sharing lived experiences that shed light on barriers such as cultural misunderstandings, systemic discrimination, and limited pathways to higher education.
This inclusive approach underscores the importance of collaboration in driving systemic change and reflects the government’s commitment to ensuring that those most affected are actively involved in shaping solutions.
Traveller and Roma communities have historically encountered significant obstacles in education. Issues such as low attendance rates, early school leaving, and cultural exclusion have long been prevalent. The 2021 census revealed stark disparities, with very few Traveller and Roma students progressing to higher education. For many families, these challenges are rooted in negative experiences with the education system, including prejudice and exclusion. Cultural misunderstandings and persistent stereotypes often create environments where Traveller and Roma students feel isolated or unsupported. These educational barriers are compounded by broader social issues such as economic disadvantage, housing instability, and limited access to resources. The TRES acknowledges these systemic issues and aims to address them with targeted and actionable solutions.
The Vision of TRES
The Traveller and Roma Education Strategy aspires to create an education system that is not only inclusive but also empowering. Its vision extends beyond academic achievement, focusing on fostering respect for cultural identity and promoting social cohesion.
The key objectives of TRES include:
- Increasing attendance and retention: Supporting Traveller and Roma students to remain in education longer.
- Promoting cultural awareness in schools: Training educators to combat stereotypes and foster inclusive environments.
- Empowering parents: Equipping Traveller and Roma families with the knowledge and confidence to navigate the education system
By addressing these priorities through a collaborative, cross-departmental approach, TRES seeks to lay the groundwork for lasting and sustainable progress.
TRES builds on the foundation established by the National Traveller and Roma Inclusion Strategy (NTRIS) which promoted a whole-of-government approach to improving the lives of these communities. While NTRIS addressed education among other areas, TRES provides a more focused and detailed plan specifically targeting educational disparities. The strategy’s implementation will follow a two-year action plan outlining specific measures, timelines, and accountability mechanisms. This phased approach allows for continuous evaluation and refinement based on feedback and outcomes
The development of TRES involved cooperation between multiple government departments, including the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) and the Department of Further and Higher Education, Research and Science (DFHERIS). This collaborative effort reflects the interconnected nature of education challenges and emphasises the importance of a coordinated response. Community organisations, advocacy groups, and schools also played a critical role in shaping the strategy. Their insights ensured that the proposed actions are both ambitious and grounded in practical realities.
A key element of TRES is its focus on equipping educators and schools to better support Traveller and Roma students. Initiatives such as cultural awareness training, anti-bullying programs, and inclusive teaching practices are designed to create safe and welcoming environments. The Cineáltas Action Plan on Bullying for instance, complements TRES by providing a clear framework for addressing bullying in schools. Together, these initiatives aim to foster a culture of respect and understanding, essential for positive educational experiences.
To ensure accountability, TRES includes specific indicators of success, such as improved attendance and retention A New Era in Education rates, increased participation in higher education, and positive feedback from students and families. Regular reviews of the action plan will allow for adjustments and ensure that the strategy remains responsive to emerging needs
The publication of the Traveller and Roma Education Strategy represents a significant milestone in addressing educational inequality. By prioritising inclusivity, cultural respect, and collaboration, TRES aims to transform the education system into one where all students have the opportunity to thrive.
While challenges remain, the comprehensive approach outlined in the TRES provides a strong foundation for progress. It highlights the importance of listening to the communities affected and fostering partnerships across sectors to drive meaningful change. Ireland now has an opportunity to lead by example, demonstrating how education can be a powerful tool for equity and social progress. Through sustained effort and a shared commitment to inclusivity, the TRES has the potential to make a lasting impact – not only on the education system but on the lives of the families and individuals who need it most.
