Catriona O’Toole
Biographic Data
| ID | 8225013 |
|---|---|
| NAME | Catriona O’Toole |
| GIVEN NAMES | Catriona |
| FAMILY NAME | O’Toole |
| SIGNATURE | O’TOOLE C |
| AFFILIATIONS | National University of Ireland, Maynooth |
| ORCID | 0000-0003-4721-3903 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Towards a deep and reparative wellbeing in schools
Purpose This paper examines how historical and intergenerational trauma continues to shape wellbeing in Irish education. Drawing on trauma theory, collective memory, power and institutional betrayal, it interrogates whether Ireland’s current wellbeing policies can be meaningfully enacted without addressing the enduring legacies of colonialism, religious control and institutional abuse. Design/methodology/approach Our conceptual analysis situates …
Assessing the perceived effectiveness of a Montessori-influenced trauma-informed practice (TIP) programme for contemporary early childhood teachers
Childhood adversity and trauma are widespread and there is increased recognition of the need for trauma-informed practice (TIP) which recognises the potentially long-term impact of trauma on individuals. Historical evidence shows that early Montessori schools were widely reputed to promote psychological healing in trauma-affected children. The aim of this study was to explore the perceived effectiveness, in terms of knowledge, attitudes, beliefs,…
Embracing change
In a world characterized by dynamic demographic shifts, rapid technological transformations, and evolving pedagogical practices, the need for reimagining school attendance and a relationship with education has become paramount. This Research Topic, boldly titled “The Unlearning of School Attendance: Ideas for Change,” compels us to challenge conventional thinking and working in this domain. The collection of 12 articles offers compelling opportun…
Compassion, collaboration and cultural-responsiveness
Introduction With concerns about school attendance problems (SAPs) increasing across the globe, this study sought to explore the varied experiences of young people, parents and practitioners, to uncover barriers to attendance and explore the responses and interventions that support successful pathways for students with school attendance challenges. The study, conducted in Limerick, Ireland, was concerned with participants’ lived experiences, incl…
Same storm, different boats! The impact of Covid-19 on the wellbeing of school communities
Purpose The COVID-19 pandemic has impacted the functioning of education systems in a multitude of ways. In Ireland schools closed on March 12th and remained closed for the remainder of the academic year. During this time educators engaged with students, families and colleagues in new and diverse ways. The purpose of this study was to explore educators' experiences during the closures, particularly regarding the impact of the pandemic on the wellb…
The Courage to Care
This study suggests potential benefits for both teachers and students of positioning compassion at the center of educational policy and practice. The results are contextualized within the Irish and international educational landscape
Making of Wellbeing Measurement
In this paper, we propose a ‘study protocol’ for researching the becomings of the Danish national wellbeing survey for schools. We engage with the idea of a published research protocol that originates from positivist research paradigms and medical research in particular. Within these paradigms, protocol serves the purpose of ensuring the objectivity and replicability of the research in question, and provides a sense of security to the researcher …
Covid-19 and education
According to the UN (2020), almost 1.6 billion people, or circa one-fifth of the world’s population, across 190 countries and all continents, have been impacted in terms of disruption to education
When it matters most
This paper presents a unique school-based programme that harnesses the benefits of both trauma-informed practice (TIP) and outdoor environments to support children’s social and emotional wellbeing throughout the pandemic and beyond. In the opening sections of the paper, we discuss the extant literature and conceptual underpinning of TIP and outdoor learning, and highlight why both are needed, particularly in the context of Covid-19. We then chart…
No prominent works on this page.
Making of Wellbeing Measurement
In this paper, we propose a ‘study protocol’ for researching the becomings of the Danish national wellbeing survey for schools. We engage with the idea of a published research protocol that originates from positivist research paradigms and medical research in particular. Within these paradigms, protocol serves the purpose of ensuring the objectivity and replicability of the research in question, and provides a sense of security to the researcher …
Covid-19 and education
According to the UN (2020), almost 1.6 billion people, or circa one-fifth of the world’s population, across 190 countries and all continents, have been impacted in terms of disruption to education
When it matters most
This paper presents a unique school-based programme that harnesses the benefits of both trauma-informed practice (TIP) and outdoor environments to support children’s social and emotional wellbeing throughout the pandemic and beyond. In the opening sections of the paper, we discuss the extant literature and conceptual underpinning of TIP and outdoor learning, and highlight why both are needed, particularly in the context of Covid-19. We then chart…
Same storm, different boats! The impact of Covid-19 on the wellbeing of school communities
Purpose The COVID-19 pandemic has impacted the functioning of education systems in a multitude of ways. In Ireland schools closed on March 12th and remained closed for the remainder of the academic year. During this time educators engaged with students, families and colleagues in new and diverse ways. The purpose of this study was to explore educators' experiences during the closures, particularly regarding the impact of the pandemic on the wellb…
The Courage to Care
This study suggests potential benefits for both teachers and students of positioning compassion at the center of educational policy and practice. The results are contextualized within the Irish and international educational landscape
Embracing change
In a world characterized by dynamic demographic shifts, rapid technological transformations, and evolving pedagogical practices, the need for reimagining school attendance and a relationship with education has become paramount. This Research Topic, boldly titled “The Unlearning of School Attendance: Ideas for Change,” compels us to challenge conventional thinking and working in this domain. The collection of 12 articles offers compelling opportun…
Compassion, collaboration and cultural-responsiveness
Introduction With concerns about school attendance problems (SAPs) increasing across the globe, this study sought to explore the varied experiences of young people, parents and practitioners, to uncover barriers to attendance and explore the responses and interventions that support successful pathways for students with school attendance challenges. The study, conducted in Limerick, Ireland, was concerned with participants’ lived experiences, incl…
Assessing the perceived effectiveness of a Montessori-influenced trauma-informed practice (TIP) programme for contemporary early childhood teachers
Childhood adversity and trauma are widespread and there is increased recognition of the need for trauma-informed practice (TIP) which recognises the potentially long-term impact of trauma on individuals. Historical evidence shows that early Montessori schools were widely reputed to promote psychological healing in trauma-affected children. The aim of this study was to explore the perceived effectiveness, in terms of knowledge, attitudes, beliefs,…
Towards a deep and reparative wellbeing in schools
Purpose This paper examines how historical and intergenerational trauma continues to shape wellbeing in Irish education. Drawing on trauma theory, collective memory, power and institutional betrayal, it interrogates whether Ireland’s current wellbeing policies can be meaningfully enacted without addressing the enduring legacies of colonialism, religious control and institutional abuse. Design/methodology/approach Our conceptual analysis situates …
Medicine (6 works) · Psychology (6 works) · Sociology (6 works) · Political science (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Compassion (3 works) · Geography (3 works) · Medical education (3 works) · Pedagogy (3 works) · 2019-20 coronavirus outbreak (2 works)