Mr. Preston Ó Caoimh:

I am grateful for the opportunity to speak today on behalf of secondary students across Ireland. The ISSU welcomes the ongoing conversation on senior cycle reform and the chance to ensure that this process truly reflects the needs and voices of young people. The final years of second level education shape not only our exam results but our confidence, well-being and readiness for life beyond school. Reform must therefore be coherent, inclusive and designed around the real experiences of students.

First, on the purpose of the senior cycle, it must prepare us for more than exams; it must prepare us for life. The current system continues to reward memorisation and high-stakes performance rather than understanding, creativity and critical thinking. Students often describe the senior cycle as two years of pressure rather than two years of learning. A reformed curriculum must help students learn to thrive, not just strive to survive.

We welcome the proposed changes introducing more flexibility, broader subject choices and greater use of continuous assessment. However, this reform must be carefully designed. Continuous assessment should replace pressure, not add to it. Assessment methods must be fair, consistent and transparent across all schools. Students deserve clear feedback, opportunities to improve and grading systems that value different kinds of intelligence - analytical, practical and creative. Well-being must also be at the heart of senior cycle reform. In a recent ISSU survey, over 70% of students reported experiencing high or very high stress related to exams. A new curriculum must therefore prioritise time for well-being, reflection and balance. Subjects and schedules should allow for creativity, physical activity and personal development alongside academic learning. When students are supported to feel well, they perform better and engage more deeply in learning. Reform must also promote equality and inclusion. All students, including those in DEIS schools, with additional needs or from minority and migrant backgrounds, deserve a senior cycle that recognises their strengths and circumstances. Access to technology, learning supports and guidance counselling must be consistent nationwide. Equity means ensuring that every young person, regardless of postcode or background, can reach their full potential.

Student voice and partnership are essential for reform to succeed. Too often, students are consulted after decisions are made rather than being involved from the beginning. Genuine co-design with students, both nationally and within schools, ensures that reforms are practical, relevant and reflective of real student experience. Regular forums like this one, where students can directly engage with policymakers, are vital to keeping the process grounded and accountable.

The senior cycle must prepare us for active citizenship and modern life. This means embedding life skills such as financial literacy, digital competence, media literacy, civic participation and climate awareness. Education should empower students to navigate a fast-changing world with confidence, empathy and critical thinking. Success in the senior cycle should not be defined solely by exam points but by how well students are equipped to contribute to society.

Curriculum reform at senior cycle is not only about changing exams or subjects; it is about redefining what we value in education. A modern senior cycle should inspire curiosity, nurture well-being, embrace diversity and empower students to shape their own futures. The ISSU stands ready to work in partnership to ensure that senior cycle reform delivers on its promise of an education system that truly helps every student to learn, grow and thrive.