Dympna Devine

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Full Professor

Dublin City University

Ireland

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Dympna Devine is a Full Professor at University College Dublin, Ireland. Her research areas include educational achievement among children from low-socioeconomic backgrounds, teacher professionalism in rural contexts, and the impacts of the COVID-19 pandemic on education and student wellbeing. Her recent publications focus on the lived experiences of students in primary schools, teacher-student dynamics, and the social acceptance of neurodiverse children.

Recent Grants

Grant: Close

Children's School Lives

Open Date: 2019-10-01

Close Date: 2025-10-01

Grant: Close

An Examination of Policy and Practice with Migrant Children in New York

Open Date: 2014-02-01

Close Date: 2014-07-01

Grant: Close

Safe Learning Study

Open Date:

Close Date:

Dympna Devine

Research Interests

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About

Recent Grants

Articles (19)

Failing by design; exploring the currere lived experiences of a low-socioeconomic status boy in primary school

Local concepts of teacher professionalism: Evidence from rural Sierra Leone

Building Children’s Competencies for Educational Achievement Through Chores and Labor: A Longitudinal Study in Sierra Leone

Children’s Momentary Behavioural Engagement and Class Size: A National Systematic Observation Study

“This is Where the Care Can Step Up”: A Typology of Nurturing Pedagogies in Primary Schools Serving Low-Income Communities During COVID-19 Closures

Children's School Lives - A National Cohort Study of Primary Schooling in Ireland

The impact of the Covid-19 pandemic on the wellbeing of migrant young people in Ireland

Qualitative research during the COVID19 pandemic: the impact of remote research on the collaborative production of methodological knowledge

Teacher Violence and Student Wellbeing in Rural Sierra Leone: Longitudinal Dynamics Across Primary Schooling

Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic

Children as co‐researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID‐19 lockdown

Anatomy of an educational change: The safe learning model, Sierra Leone

Multigroup model of transition experiences: how parents’ school readiness beliefs and practices change with another child in school

Picturing safety and danger: Children's perspectives in rural Sierra Leone

Changing childhoods in coastal communities

Childhood(s) through time: an intergenerational lens on flexible narratives of childhood in Irish coastal communities

Gendering childhood(s) and engagement with schooling in rural Sierra Leone

Sensemaking in and for times of crisis and change: Irish primary school principals and the Covid-19 pandemic

The social acceptance of neurodiverse children in Irish primary schools

Collaborators (12)

Gavin Murphy

Sharon Bessell

Daniel Capistrano

Jennifer Symonds

Matthew Somerville

Mags Crean

Seaneen Sloan

Olga Ioannidou

Emma Farrell

GIULIO D'URSO

Giuseppe Bolotta

Gabriela Martinez Sainz

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