On Monday 24 November 2025 Queen’s University Belfast launched the publication of their recent research exploring ‘Social Attitudes and Integrated Education.’
On Monday 24 November 2025 Queen’s University Belfast launched the publication of their recent research exploring ‘Social Attitudes and Integrated Education.’ This research, commissioned by the Integrated Education Fund (IEF), set out to understand how different types of schooling (Integrated and non-Integrated) in Northern Ireland influence relationships with others from different backgrounds, young people’s social attitudes and a sense of civic empowerment.
The research looked at experiences of social cohesion and intergroup relations of children and young people aged between 11 and 25, between January 2024 and March 2025. These experiences were compared between those who attended Integrated schools and those who had not. Furthermore, the researchers sought to identify and analyse links between Integrated Education and social attitudes that foster social cohesion. Finally, the research looked for links between participation in Integrated Education and social responsibility and civic engagement.
The report highlighted the complexity of how social attitudes are formed throughout these formative years. It was clear that an Integrated Education at any stage did have a significant impact on the emerging social attitudes of the participating children and young people. The report states:
“Integrated Education consistently fosters positive intergroup interactions, particularly in post-primary settings, where students report higher levels of cross-community and cross-ethnic engagement, greater self-confidence in diverse social settings, and a deeper understanding of others’ beliefs.”
Dr James Nelson from Queen’s University Belfast, commented on the research findings:
“In this important study we analysed data from more than 3,000 young people to help us understand their social attitudes. Our findings highlight how integrated schools effectively build inclusive educational communities where young people can interact with others from diverse backgrounds.”
Paul Caskey OBE, Chief Executive of the IEF, said:
“The outcome of this research reaffirms what those who work and support Integrated Education already know and have seen first-hand, integration enhances a child’s educational experience.
Integrated schools bring together children, staff and governors from all religious and cultural traditions within a single school community where they celebrate diversity and inclusivity. Therefore, children who attend Integrated schools are more likely to have more friendships with pupils with a different background to their own. This lived experience of celebrating, not fearing, difference stays with the child long after their educational journey has finished. Whilst there are many factors which impact on social attitudes, it is clear that Integrated Education can have a positive impact, which can influence attitudes and decisions long into adulthood.
Furthermore, Integrated schools are more likely to reflect the makeup of society at large, thus helping to prepare children for life after school where many are likely to work and socialise in a mixed environment whether in third level education or employment.”
This publication has been independently produced by the IEF and QUB and supported with funding from the Northern Ireland Office.
