A landmark new report by the University of Galway, in partnership with Rethink Ireland, calls for a fundamental rethinking of how young people’s wellbeing can be understood and supported through education (mainstream and alternative) and youth mental health projects across Ireland.

An academic evaluation of Rethink Ireland-funded projects revealed 19 projects collectively generated €145 million in social value – from a total investment of €18 million. This represents a return of €8 for every €1 invested, demonstrating not just cost-effectiveness but the transformative impact of the alternative education model.

The report – A Composite Report from the Evaluation of Rethink Ireland’s Education Fund, Youth Funds and Children and Youth Funds – which evaluated innovative education and youth mental health projects supported by Rethink Ireland between 2017 and 2022, revealed that alternative education is a vital, diverse and impactful part of Ireland’s education system. Each of these funds received match funding from the Department of Rural and Community Development via the Dormant Accounts Fund.

Drawing on over five years of data, the report shows that alternative education and mental health projects achieved a specific set of positive outcomes for young people, with two outcomes, self-confidence and maturity/independence, being the most valued by participants.

Educational outcomes and mental health are interlinked, and the report recommends embedding wellbeing as a core principle, using student-centred supports such as advocating for participants’ voice, being supportive and non-judgemental, and helping build bonds with peers, families and communities.

These alternative education and mental health projects focused on life-long learning/social inclusion programmes, curriculum reform pathways, and independent centres of education outside the mainstream.

Many of the Rethink-funded projects, including the Rainbow Club Cork Centre for Autism, Citywise Education in Dublin, and the national online iScoil, have run successful initiatives that show the value and scalability of alternative education and youth mental health projects, and how these programmes support students and families. Some of these projects cater for students with different strengths and needs, including neurodiversity.

The report was carried out by a team of researchers at the UNESCO Child and Family Research Centre at the University of Galway.

Lead researcher Dr Cormac Forkan said: “Our research is the largest study ever conducted on alternative education in Ireland. The central thread running through the work of the awardees we evaluated was promoting the holistic wellbeing of the participants. The findings have allowed us to develop a new model for Embedding Sustainable Wellbeing Considerations into the Policy and Practice of Education, Alternative Education and Youth Mental Health Provision.”

These findings arrive at a critical time, aligning with the Government’s ‘Understanding Life in Ireland Wellbeing Framework’ and in time to inform the upcoming Out-of-School Education Provision Implementation Plan, based on the first-ever formal review of this form of education by the Department of Education, in 2022. Rethink Ireland and the report’s authors are calling for formal recognition, sustainable funding, and policy integration of these programmes and others like them to ensure long-term impact.

Deirdre Mortell, CEO of Rethink Ireland, said: “This report proves what young people and educators have been telling us for years: These projects change lives. But while powerful, community-led solutions to educational inequality and youth mental health exist, they are not supported at the scale needed. We must stop measuring success by how many get through easily – and instead ask who’s being left behind and how we can support them differently. This research gives us a roadmap for change – the next step is putting it into action at scale.”

The Moyross Education Support Programme at Corpus Christi National School in Limerick, which was funded through the Youth Mental Health Fund 2018-2021, combines primary education with wraparound supports like play therapy, wellness initiatives, and family outreach.

Hilary McAlea, Deputy Principal and project lead, Moyross Education Support Programme, said: “We see first-hand how trauma can affect a young person’s ability to learn, connect, and thrive. Through our programme, we’ve built a model that wraps emotional support around education – helping children feel safe, supported, and ready to learn. It’s life-changing, not just for the students, but for their families too. This research proves that with the right supports in place, no young person is beyond reach.”