Connolly, P. and Healy, J. (2004) Children and the Conflict in Northern Ireland: The Experiences and Perspectives of 3-11 Year Olds. Belfast: Office of the First Minister and Deputy First Minister.

This report presents the findings of a detailed study of the experiences and perspectives of children aged 3-11 years in Belfast. Based upon indepth interviews it outlines and explains the differing ways in which the conflict impacts upon their lives and comes to influence and shape their attitudes and identities. The implications of the findings of this study are considered in relation to the development of future community relations work with children of this age range.

Methodology

The report is organised around two case studies – comparing and contrasting the experiences and perspectives of children living under the shadow of sectarian tensions and violence with those living relatively free from it. As such, the children were accessed via local primary schools and nurseries in four areas of Belfast: two areas that have experienced relatively high levels of violence and sectarian tension over the years (one Catholic, the other Protestant); and two areas that have had very little direct experience of the violence (again, one predominantly Protestant, the other Catholic).

Three age-groups of children were focused on within this: 3-4, 7-8 and 10-11 year olds. The research took place over a two-year period (between January 2000 and March 2002) and, during this time, the children were observed in class and while playing in the playground over extended periods. In addition a total of 276 interviews were conducted with small friendship groups of children. These were largely unstructured and provided the children with the opportunity to raise and discuss whatever issues concerned them. All of the children’s interviews were then transcribed and systematically analysed.

The Findings

While living in the same city, the children were found to inhabit very different social worlds. In terms of their day-to-day experiences, there was little to distinguish the Protestant and Catholic children. Rather, the major source of influence on the children’s lives was where they lived and, more specifically, their experience of the violence. To illustrate this, each case study begins with an analysis of local areas within which the children live before then examining how these impact upon the development of their attitudes and identities as they progress through the three age groups. The key findings are summarised in Table 1 in the full report.

Recommendations

It is stressed in the report that these two case studies only represent the typical experiences and perspectives of the children in both areas and that a certain degree of variation was evident between children within this. Also, it is emphasised that these are just two accounts of what life is like for two sets of children; they are not representative of all children who either experience high levels of violence or who live relatively free from it.

With these points in mind, it is not possible to use the findings from these two case studies to develop a detailed series of recommendations regarding the nature and direction of future community relations work with children within this age range. However, it is possible to draw attention to a number of broader principles that can be derived from the findings that should provide the basis for a more fundamental review of existing work in this area and thus the starting point for the development of more detailed and appropriate strategies and initiatives for use with younger children.

Five key principles arising from the case studies are identified and discussed in the concluding chapter of the report:

• From the age of three, all children should be encouraged to explore a range of different cultural practices, events and symbols and to appreciate and respect diversity and difference.
• From the beginning of Key Stage Two, children should be introduced to and encouraged to understand some of the key historical, political and social developments that have taken place in Northern Ireland.
• From around the age of seven, targeted conflict resolution work should be undertaken with children in particular areas.
• In areas characterised by significant levels of sectarian tensions and violence, any conflict resolution strategies need to be part of a broader set of community relations initiatives within the area.
• While cross-community contact should form an important element of work with children it needs to be carefully planned and organized.

Download Full Text Version of Report (pdf file 758KB)

Back to publications list