Shared Education in Northern Ireland reaches more schools — but thousands fewer pupils taking part

More than 650 schools and pre-school settings across Northern Ireland are now involved in Shared Education partnerships — yet the number of children actually taking part has fallen by more than 9,000, according to a major new report laid before the Assembly.

The fifth statutory report on Advancing Shared Education, published today (Monday 11 May) by Education Minister Paul Givan, reveals a striking contradiction at the heart of Northern Ireland’s shared learning strategy: participation by schools is growing, but pupil involvement has dropped significantly since the previous reporting period.

The report, covering April 2024 to March 2026, shows that 651 educational settings were participating in Shared Education by June 2025, compared to 629 in June 2023.

However, the number of pupils taking part fell from 69,217 to 59,999 — a reduction of 9,218 children and young people.

The figures mean around 46% of all educational settings in Northern Ireland are now involved in Shared Education structures, but only around 17% of the overall pupil population is directly participating.

The report says Shared Education continues to deliver educational and community benefits, but also acknowledges that “not enough pupils get the chance to take part”, particularly at post-primary level.

What Shared Education actually means

Shared Education involves schools and education providers from different religious and socio-economic backgrounds working together to educate children jointly while retaining their individual ethos and identity.

The Shared Education Act (Northern Ireland) 2016 defines it as the education together of:

• Protestant and Roman Catholic children and young people

• Children from differing socio-economic backgrounds

The Department of Education has a legal duty under the Act to “encourage, facilitate and promote” Shared Education and report to the Assembly every two years on progress.

The purpose of Shared Education under the legislation includes:

• delivering educational benefits

• promoting equality of opportunity

• improving community relations

• supporting respect for identity and diversity

• encouraging efficient use of resources

Why pupil numbers have fallen

A major factor behind the drop in pupil participation was the end of PEACE IV programmes in 2023.

Those programmes had supported 27,584 pupils before concluding.

Their successor programme — PEACEPLUS ASPIRE — had reached 17,345 pupils by June 2025, leaving a sizeable shortfall during the transition period.

The report states that PEACEPLUS ASPIRE involved:

• 336 educational settings overall

• 238 primary schools

• 70 pre-school settings

• 16 post-primary schools

• 12 special schools

The Department says the PEACEPLUS programme nevertheless represents a major long-term investment in Shared Education and youth-focused initiatives.

Almost €48 million — approximately £41.7 million — has been allocated through PEACEPLUS funding up to 2029.

Minister says Shared Education is making ‘a real difference’

Education Minister Paul Givan said the latest report showed continued progress despite ongoing challenges.

He said:

“I welcome the continued progress that has been made during this reporting period. Shared Education is continuing to make a real difference, providing opportunities for children and young people from different religious, cultural and socio-economic backgrounds to learn together.

“In 2024/25, over 650 schools and pre-school settings across Northern Ireland were involved in Shared Education partnerships, enabling 60,000 children and young people to participate in shared learning experiences.”

Highlighting new funding streams, the Minister added:

“The commencement of PEACEPLUS in 2024, including the PEACEPLUS ASPIRE project and new youth-focused initiatives, marked a significant step forward in expanding the reach of Shared Education.

“This supports my Department’s mainstreaming agenda, which seeks to normalise sharing and allow all children and young people to enjoy shared learning opportunities throughout their education.”

Mainstreaming programme shows mixed trends

The report reveals a complex picture within the Department’s Mainstreaming Shared Education programme.

While the number of participating settings in the programme fell from 341 to 315, pupil participation within those schools actually increased from 41,633 to 42,654.

Primary-level participation declined overall, but post-primary involvement showed growth despite fewer schools participating.

Among post-primary schools:

• participating schools fell from 93 to 78

• pupil participation increased from 11,094 to 12,543

The figures suggest some schools are delivering larger-scale shared learning even as the overall number of participating post-primary schools decreases.

Strongest evidence points to social impact

One of the clearest themes running through the report is the claimed social benefit of Shared Education programmes.

Survey evidence from Young Life and Times and Kids’ Life and Times found:

• 56% of Young Life and Times respondents had taken part in Shared Education

• 62% of Kids’ Life and Times respondents had participated

• 45% of children surveyed said they had made at least one close friend from another religion through Shared Education

• the equivalent figure among older respondents was 35%

• 65% of children surveyed said Shared Education helped them better respect other people’s views

• 58% of older respondents agreed

The report also notes that the percentage of younger children reporting friendships across religious divides increased from 38% in 2022 to 45% in 2024.

However, attitudes towards Shared Education itself were more mixed.

Only 53% of Young Life and Times respondents said they were favourable or very favourable towards Shared Education.

Among younger children, that figure dropped to 44%, while 18% said they did not know enough about it to express an opinion.

Inspection findings reveal uncertainty among pupils

The Education and Training Inspectorate gathered responses from 18,793 pupils and 10,880 parents and carers as part of the report’s wider evidence base.

Among those surveyed:

• 58.4% of pupils said they had benefited from opportunities to learn with pupils from other schools

• 61.7% of parents and carers agreed their child had benefited

• 56.1% of post-primary pupils believed Shared Education positively impacted relationships between communities

• 15.5% disagreed

• 28.4% said they did not know

That large “don’t know” response is one of the report’s more revealing findings, suggesting that while Shared Education may be positively received where it is established, many pupils remain uncertain about its wider impact.

Schools overwhelmingly positive about Shared Education

Schools involved in mainstream Shared Education partnerships reported extremely high levels of satisfaction in self-evaluation exercises.

According to the report:

• 98% said Shared Education positively impacted educational outcomes, up from 91% previously

• 95% said partnerships improved sharing of resources, up from 82%

• 98% said Shared Education promoted equality of opportunity, up from 90%

• 96% said it positively impacted relationships between schools and local communities, up from 90%

• 98% said it strengthened respect for identity, diversity and community cohesion, up from 91%

The report also states that 416 educators across 160 partnerships took part in 13 professional learning events through PEACEPLUS ASPIRE during its first year.

Shared campuses becoming flagship projects

Major Shared Education campus developments continue to form a key part of the Department’s long-term strategy.

The report highlights findings from the Limavady Shared Education Campus, where shared sixth-form provision has expanded significantly.

The number of shared Year 13 and Year 14 classes increased from 14 in 2019/20 to 27 in 2024/25.

Meanwhile, 60% of Year 14 pupils said they now had 11 or more shared periods per week.

The campus has also widened subject choice for students, including:

• Engineering

• Life and Health Science

• Systems Software Development

• Level 3 Sport

The report states some of those subjects may not have been viable without the shared campus model.

The study also found optimism about community relations among pupils had increased.

Between 61% and 67% of Year 14 pupils at Limavady said they believed community relations were improving, compared to 47%–52% the previous year.

That contrasts with wider Northern Ireland findings, where fewer than one-third of 16-year-olds surveyed through Young Life and Times believed community relations were getting better.

Major projects still moving ahead

The report confirms further progress on large-scale Shared Education capital developments.

The Ballycastle Shared Education Campus main building is expected to open for the start of the 2026/27 academic year in August 2026, with full project completion due in 2027.

Construction of the Strule Shared Education Campus is also expected to complete in 2027 ahead of full opening in September 2028.

Funding pressures remain a major challenge

Despite the positive findings highlighted throughout the report, the Department acknowledges financial pressure remains one of the biggest barriers to expansion.

The Department of Education allocated £4 million across 2024/25 and 2025/26 through the Education Authority to support around 315 schools in mainstream Shared Education programmes.

However, officials estimate an additional £1 million to £1.5 million per year would be needed to increase participation and maintain programme quality at the desired level.

The report concludes that while Shared Education has become firmly embedded within Northern Ireland’s education landscape, the next challenge will be ensuring more children — particularly at post-primary level — can access meaningful shared learning opportunities consistently throughout their education.