New guidance reshapes pathway to Integrated education in Northern Ireland

Inset: Education Minister Paul Givens

A major shift in how schools in Northern Ireland become Integrated has been unveiled today, marking the first full operational roadmap since new legislation came into force.

On 25 February 2026, the Department of Education published revised guidance titled Transforming Together – Understanding the Pathway to Integrated Education, setting out a clearer, more structured process for schools seeking to change status.

The document replaces the 2017 guidance, Integration Works, and reflects the commencement of the Integrated Education Act (Northern Ireland) 2022 — legislation which moved the Department’s role from passive observer to having a statutory duty to “encourage, facilitate and support” Integrated education.

Speaking during a visit to Hazelwood Integrated College, Education Minister Paul Givan said:

“Integrated Education is a key element of a sustainable and high-quality education system in Northern Ireland.

“The guidance published today reflects significant developments in recent years, including the commencement of the Integrated Education Act 2022. 

“Transforming Together outlines the principles that underpin the statutory definition of Integrated Education and sets out the key stages of the Transformation pathway, which offers an established and structured route to becoming an Integrated school.”

He added:

“I am confident that Transforming Together will assist and support informed decision making throughout the process for schools that wish to explore Transformation. A wide range of advice and support will continue to be available from my Department and from our education partners.”

What changes under Transforming Together?

At its core, the revised guidance tightens definitions and formalises expectations.

Schools seeking transformation must now clearly demonstrate that they will educate together pupils of different cultures and religious beliefs — including those of no faith — alongside reasonable numbers of both Protestant and Catholic children, as well as pupils from different socio-economic backgrounds and abilities.

The 10% benchmark

One of the most significant clarifications is around what constitutes a “reasonable number” of pupils from the minority community.

The guidance indicates that typically at least 10% of the first-year intake — Year 1 in primary or Year 8 in post-primary — should come from the minority tradition in the school’s area for transformation to be approved.

A 30% long-term aspiration

While the 10% figure applies to initial intake, the document sets a longer-term ambition. Transformed schools are expected to work towards achieving a minimum of 30% representation from the minority community over a ten-year period.

Governance parity

Transformation is not limited to pupil numbers. The Board of Governors must also be restructured to ensure balanced representation from Protestant, Catholic and “Other/None” communities — embedding integration at leadership level as well as in classrooms.

A democratic safeguard: the parental ballot

The guidance also provides clarity on the parental ballot process — a mechanism that gives families direct influence over a school’s future direction.

If 20% of parents sign a petition or formally write to Governors requesting exploration of Integrated status, a ballot must be held. If a majority vote in favour, the school is legally obliged to submit a Development Proposal to the Department of Education.

The ballot provision acts as a democratic safeguard, ensuring that integration cannot be blocked where there is clear parental support.

Broadening the definition of integration

The updated framework reflects a wider understanding of community diversity.

Integration is no longer defined solely around Protestant and Catholic pupils. The statutory definition explicitly includes children of no religious belief and those from other cultural backgrounds.

Importantly, the guidance stresses that integration is not simply a numbers exercise. Schools must demonstrate an intentional ethos shift, including inclusive and pluralistic approaches to teaching subjects such as History and Religious Education.

Sustainability and system reform

The publication also aligns with Minister Givan’s “Vision 2030”, aimed at building a more sustainable education system and reducing duplication across a historically divided model.

Within that context, transformation is presented not only as a social aspiration but as a practical option for schools facing declining enrolment. By broadening their intake, schools may strengthen viability and secure long-term sustainability.

The Department also signals closer working between itself and the Education Authority to reduce the administrative burden on schools navigating the pathway, potentially shortening what has historically been a lengthy process.

A growing model

Currently, around 7% of pupils in Northern Ireland attend Integrated schools. However, more than 30 schools have successfully transformed from Controlled or Maintained status in recent years, indicating steady growth in the model.

With the publication of Transforming Together, the Department has set out what it describes as an “established and structured route” — one that is legally grounded, procedurally clearer, and explicitly tied to wider reform ambitions.

For schools considering their future, today’s guidance provides not just a framework — but a defined pathway.