The latest Economic and Social Institute (ESRI) report published last week highlights the factors most strongly linked to improved educational outcomes for children experiencing disadvantage, including:
• A strong home learning environment
• Access to enriching learning experiences
• Positive relationships with schools and trusted adults
These are the foundations that the Early Learning Initiative (ELI) at National College of Ireland work to strengthen every day.
In 2025-26, 100% of ParentChild+ families reported learning strategies for reading and playing with their child and new approaches and ideas from participating in the programme (N=34).
Originally from the US, the ParentChild+ programme is an innovative, home-based literacy and parenting programme that strengthens families and prepares children to succeed academically. For over 18 years, ELI has been delivering ParentChild+ to vulnerable families with children aged 16 months - 3 years in Dublin’s Inner City. Beginning with 15 families in 2007, the numbers have grown to 97 families in Docklands in 2025-2026.
The National ParentChild+ Centre, established in January 2020, supports implementation. ELI/NCI also became the lead agency for the Grangegorman Area Based Child Poverty programme in January 2025.
In 2025-26, Stretch Graduate home visiting exit data showed that 89% of parents reported increased confidence, knowledge and parenting skills, while 94% stated the programme supported their child’s wellbeing, development and learning.
The Stretch Graduate Programme is an early intervention, step-down service that supports families in vulnerable circumstances to remain engaged with ELI beyond ParentChild+. Through a strengths-based, relationship-centred and inclusive approach, the programme builds parental confidence, competence and self-efficacy, enabling parents of children aged 3-7 years to support their children's development, educational and life transitions, and early STEM learning. The programme also promotes positive parent-child relationships, family wellbeing, community connectedness and long-term engagement with learning.
In 2025-26, 79% (n=44) of Coding Club parents reported greater motivation to support their child's STEM learning and 75% (n=42) reported greater confidence in supporting their child's STEM learning.
Junior Coding Club is a community-based STEM programme delivered in primary schools, after schools and temporary accommodation hubs for families experiencing homelessness across Dublin’s Inner City. It introduces children aged 10 to 12 to coding, robotics, and STEM concepts through fun, collaborative, hands-on learning using mBots and block-based coding software. The programme develops digital literacy, problem-solving skills, and positive STEM attitudes and identities. It also encourages family engagement in learning and supports the updated national curriculum.
Senior Coding Club introduces 14 to 17-year-olds to Python during an intensive coding camp culminating in a hackathon. Both clubs are run in collaboration with NCI's school of computing and are part of a wider Research Ireland funded project.
These are just some of the programmes that ELI delivers in Dublin’s inner city. Dublin's Inner-City Programmes | National College of Ireland
From supporting families during the earliest years of a child's life, to building parental confidence, providing literacy and STEM opportunities, and promoting positive school relationships through Restorative Practices, ELI’s work is designed to address the factors that research shows matter most.
“When parents are supported, children are supported. And when children are supported early, they are better equipped to thrive throughout their educational journey,” says Nikki Ryan, Researcher with the Early Learning Initiative Ireland
Further reading: ELI Research | National College of Ireland
Link to full ESRI report: https://www.esri.ie/news/long-term-exposure-to-poverty-linked-to-poorer-reading-scores-and-lower-educational