‘It’s not about quotas’: integrated education adapting to new social contexts
by Allan LEONARD
4 March 2025
The 2025 Dunleath Lecture, hosted by the Northern Ireland Council for Integrated Education (NICIE), delved deeply into the ongoing challenges and evolving perspectives surrounding integrated education in Northern Ireland. Held at Ulster University’s Belfast campus, the event featured key speeches from notable figures including Sean Pettis, Alan Smith, Patricia Murtagh, and Dr Mylie Brennan. The discourse primarily focused on the delicate balance of religious and cultural identities within integrated schools and the evolving societal norms influencing this balance.
The welcoming remarks by Sean Pettis (Chief Executive of the Northern Ireland Council for Integrated Education) set a congenial tone for the event. He underscored the historical relevance of the Dunleath Lecture series:
“Following the death of Lord Henry Dunleath in 1993, this lecture series was initiated by All Children Together, one of the original campaigning groups for greater education.”
Pettis traced back the origins of integrated education to the 1978 Education (Northern Ireland) Act, famously known as the Dunleath Act:
“It required great political mastery to steer that piece of legislation through the houses of parliament.”
Pettis also paid homage to Lady Dorinda Dunleath, a passionate supporter of integrated education who recently passed away.
“Great to see such an intergenerational crowd in tonight,” remarked keynote speaker, Professor Alan Smith (UNESCO Chair at Ulster University). Smith’s reflective speech provided an intellectual dive into the early foundations and ongoing challenges of integrated education. He elaborated:
“As you may know, following the lack of uptake from the Dunleath Act, Lagan College was famously established by All Children Together as the first integrated school in 1981.”
Smith recounted the difficulties and debates within the integrated education movement, particularly regarding the tension between the need for new schools and the lack of funding.
He narrated the triumphs and tribulations of early integrated schools like Hazelwood and Lagan College, and emphasized the continual growth and impact of integrated education:
“In the early days, the challenges were all about securing sufficient, viable, sustainable enrolments… and then with the Education Reform Order in 1989 came the need for a definition.”
Smith also discussed the significance of demographic changes and how they impact the identification and balance within schools.
Patricia Murtagh (former principal of Hazelwood College) shared practical insights and challenges faced by integrated schools at the administrative level. Murtagh spoke about the importance of maintaining a 40-40-20 religious balance and how oversubscription affected the admission processes:
“We had to set up admissions committees [to] look at all of the different criteria that we had to examine.”
Dr Mylie Brennan (one of the research team at Ruth Flood Associates) gave a detailed presentation of their research findings, which surveyed various integrated schools across Northern Ireland. Brennan noted the increasing complexity in defining religious and community identities due to demographic changes:
“’Northern Irish’ identity is increasingly popular. People are using this instead of ‘British’ and ‘Irish’… The ‘other’ category includes newcomers, particularly those of non-Christian faiths, people who reject traditional labels, and mixed families.”
She also highlighted the growing trend of secularism and mixed identities within the schools.
Brennan’s presentation touched on the tension between adhering to legislative labels and the evolving ethos of inclusivity within integrated schools:
“Some participants felt very strongly that these [labels] are shorthand for community designations. Others felt the religious aspect is still very important for integrated education.”
She highlighted the difficulty schools face in maintaining religious balance as per legal requirements while respecting individual identities.
The attendees actively participated in the interactive session, raising pertinent questions and discussing possible solutions. Jen, one of the audience members, asked about alternatives to the term ‘other’, stating, “What solutions do you think there could be to change that?” Alan Smith reflected on historical contexts and future directions, suggesting a broader approach that goes beyond mere numerical balance within admissions.
“We need to be really clear about what the debate is over. It’s not about quotas; it’s about what do we want from a community school,” stated Dave Thompson during the discussion. Participants and panellists alike grappled with the complexities of defining integrated education in a manner that reflects contemporary societal values and demographic realities. Sean Pettis wrapped up the event by thanking everyone and emphasizing the importance of continued dialogue and research in evolving integrated education.
The 2025 Dunleath Lecture served as a significant platform to examine and debate the intricacies of integrated education in Northern Ireland. From historical recollections to contemporary challenges and future aspirations, the event underscored the need for ongoing dialogue, research, and legislative evolution. With changing demographics and increasing secularism, the integrated education system faces the dual challenge of adhering to its foundational ethos while adapting to new social contexts. The integration of diverse identities within schools remains a complex yet vital goal for fostering peace and reconciliation.