The core aim of integrated schools is to provide the child with a caring self-fulfilling educational experience which will enable him/her to become a fulfilled and caring adult. (Northern Ireland Council for Integrated Education, 2005, p. 15)

The harmonious, peaceful environments that characterize integrated schools in Northern Ireland are particularly significant in that they have developed within a larger social context that has been fraught with separation and conflict. I first became aware of integrated education in 2003, when I supervised a group of U.S. student teachers who spent three weeks at Oakwood Integrated Primary School in Belfast. I was impressed by the lively atmosphere of learning and engagement and the caring environment in which children and adults played and worked together. Wi? have three rules here: "Be safe, be kind, and be responsible." With these words, Principal Olwin Frost introduced our group to the school. These are not empty words, but rather are truly the guiding principles for both children and adults in the school's social and academic arenas. As I observed and interacted with members of the Oakwood community, I kept thinking, "What a wonderful place to be a child; what a wonderful place to be a teacher."

As a teacher educator in the United States, I visit far too many schools that, in "pursuit of excellence," have become bleak and joyless places. All too often, social, emotional, physical, and spiritual development is neglected in pursuit of higher test scores. Inspired and compelled to understand how Oakwood Integrated Primary School had become a haven of peace and academic richness, I returned to Northern Ireland six times over the next three years to study and learn about integrated education. In the hope that sharing these findings will provide inspiration to others working to transform schools, this article discusses the creation and development of unique schools where Catholic and Protestant students come together in settings that promote mutual understanding, respect, and cooperation.

Integrated schools demonstrate the very real possibilities for creating peaceful school environments in even the most challenging contexts (Pickett, 2006). They offer no magic bullet or add-on program, but rather a complex and comprehensive approach to educating the whole child. Rather than focusing solely on controlling children's behavior, teachers model respect for children and help them develop prosocial skills in a positive environment. Integrated education involves staff, pupils, and parents in learning to understand and value difference, developing mutual respect, examining sources of conflict, and learning to resolve conflict through non-violent methods.

Background and Social Context

Since its creation, Northern Ireland has been a society divided along political, social, cultural, and religious lines that are defined by Catholic and Protestant traditions (Fraser & Morgan, 1999). Within a comprehensive separation that included education, Northern Ireland schools were "separate because of history and politics, and the main two communities remain divided in political culture: Catholics, who are mainly nationalist and Irish in their political identity, [and] Protestants, who are chiefly unionist and British" (O'Connor, 2002, p. 7). During the "Troubles," a period of civil unrest and violence from 1969 through the Good Friday Agreement of 1998, virtually every family in Northern Ireland was touched by violence, and a legacy of distrust and separation strengthened (McGonigle, 2000; McKittrick, Kelters, Feeney, & Thornton, 1999). In response to the violence and social tension of the time, and with a desire to build a better future for their children, a group of parents came together in 1974 to form All Children Together (ACT) (O'Connor, 2002; Wardlow, 2006). The group believed that separate education, within a segregated society, contributed to ignorance, mistrust, and hatred of "the other." Thus, ACT lobbied for nearly a decade for the creation of schools that would educate Catholic and Protestant pupils together as a means to break the cycle of separation and animosity.

Beginnings of Integrated Education

Voluntary segregation in housing, education, marriage-the institutions that shape and in which we live out most of our lives-is limiting, even destructive-parent. (O'Connor, 2002, pp. 8-9)

A small group of determined parents, assisted by ACT, founded the first integrated school without government funding. Supported by personal funds, charitable donations, and volunteer efforts, Lagan College opened in Belfast in 1981 (Montgomery, Fraser, McGlynn, Smith, & Gallagher, 2003; O'Connor, 2002). The number of integrated schools grew slowly during the first years, with parent groups receiving support from the Northern Ireland Council for Integrated Education (NICIE), a coordinating body formed to develop integrated education and assist parent groups in opening new schools. Statutory changes made through the Education Reform Order 1989 provided support for integrated education in Northern Ireland by providing funds to NICIE and enabling integrated schools to receive government funding for operation.

Today, 61 primary and secondary level schools, and 19 nursery schools, are associated with integrated schools. While only 6 percent of schools in Northern Ireland are integrated, enrollment increased by 5 percent during 2006, a year when enrollment decreased in both the Catholic and Protestant sectors. Integrated schools are located throughout Northern Ireland in urban, suburban, and rural areas, with pupils coming from a range of socio-economic backgrounds. Each school has unique characteristics and is at different stages of realizing the integrated ideal for education. Still, consensus has emerged that schools are to be integrated on two levels: 1) bringing together the two main religious communities and, 2) educating children in a manner that enables them to live together peacefully. A key aspect of the integrated ethos is the "child-centered focus of this educational process, whereby each child would be regarded as worthy of respect, regardless of ability, religion, social background or gender" (Montgomery et al., 2003). Each year, applications for admission exceed the number of spaces available for students in integrated schools (Northern Ireland Council for Integrated Education [NICIE], 2008; Wardlow, 2006).

Integrated Schools: Education for Peace and Reconciliation

Parents, educators, and community members came together in NICIE to articulate a framework for connecting the vision and goals with practice in schools. Integrated education is defined by NICIE as:

Education together in schools of pupils drawn in approximately equal numbers from the two major traditions with the aim of providing for an effective education that gives equal recognition to and promotes equal expression of the two major traditions. The integrated school is essentially Christian in character, democratic and open in procedures and promotes the worth and self-esteem of all individuals within the school community. The school as an institution seeks to develop mutual respect and consideration of other institutions within the educational community. Thecoreaim is to provide the child with a caring self-fulfilling educational experience which will enable him/her to become a fulfilled and caring adult. (NICIE, 2005, p. 14)

Fundamental to and woven throughout the integrated approach is a commitment to cherish and nurture each child. With regard to promoting positive intergroup relations and non-violence, NICIE affirms: respect for difference and the necessity of educating pupils to know, understand, respect, and appreciate both differences and commonalities; the ability to identify with those less fortunate; and learning to use and trust non-violent means of resolving conflict. Articulated principles recognize self-respect and confidence as necessary prerequisites for the ability to respect difference in others. Integrated schools manifest these principles through practices that support family identity and involvement, value and nurture all children, protect from segregated tendencies of a divided society, and maintain open relationships with both Catholic and Protestant schools.

Core Aim of Integrated Education

Recognizing that even very young children are deeply influenced by conflict and social divisions (Connolly, Smith, & Kelly, 2002), integrated schools offer deliberate and structured integration (Fraser & Morgan, 1999, p. 4) and endeavor to ensure equality of status within the schools and to promote learning of shared and specific cultures, beliefs, and traditions. Moreover, the integrated approach to peace and reconciliation is fundamental to maintaining the core aim of enabling a student to become a fulfilled and caring adult. Attending to the social and emotional realms is placed at the foreground of the educational experience, while meeting the rigorous standards of the Northern Ireland Curriculum. Developing an appreciation of diversity, prosocial skills, and nonviolent problem-solving are overarching aspects of a rich comprehensive educational experience. Within fully inclusive and anti-bias programs, students learn to avoid and respond to bullying through both explicit curriculum and learning opportunities that are embedded in day-to-day teaching and interactions.

Integrated Ethos

Educational practice that responds to the all-ability nature of integrated schools is consistent with the child-centered approach by seeking to promote different aspects of ability and talent (NICIE, 2001) with an emphasis on the whole child. Learning is supported according to the child's stage of development and particular strengths. Similarly, assessment is done according to a developmental perspective that serves to inform optimal ways of supporting each student's success, rather than as a means to simply grade or compare. While educators' expectations for learning are high, it is also expected that pupils will learn in ways that are enjoyable.

Conflict resolution and an anti-bias approach are woven throughout the curriculum and in the daily life of the schools, supporting the positive, non-punitive approach to discipline that characterizes integrated education. Although specific practices vary among individual schools, this approach to discipline encourages positive pupil-teacher relations and is consistent with the stated goal of developing responsible adults. Positive discipline begins with a belief that children will understand and observe rules that they have helped to develop. Furthermore, their appreciation for those rules is further enhanced when teachers model expectations and adherence to guidelines. Rather than using punishment to coerce children, educators in integrated schools rely primarily on praise and rewards to motivate children toward positive behaviors, with expectations based upon development and ability. In addition, mistaken behaviors are approached as learning opportunities through constructive dialogue and solution-oriented problem solving. Sanctions are designed to help children take responsibility for actions and develop positive alternatives, rather than to punish through shame or humiliation.

Research across a range of disciplines (Bredekamp & Coppie, 1997; Comer, 2001; Klem & Connell, 2004; Resnick et al., 1997) supports the importance of caring relationships and positive interactions with peers and adults in promoting student learning and development. Prosocial attitudes, academic achievement, and decreased at-risk behaviors are associated with supportive relationships and a sense of community (Elias, Zins, Graczyk, & Weissberg, 2003). Creating environments that reflect the integrated ethos and promote positive relationships is multifaceted and involves knowledgeable and committed staff, parent involvement, relevant and engaging curriculum, and the ability to address conflict in constructive ways.

Staff

First and foremost, integrated schools seek teachers who not only are well-qualified to provide an effective education, but also recognize that integrated settings bring additional challenges that may be compounded by staff's prior segregated educational experiences. Along with supportive environments for children, integrated schools attempt to develop open and democratic atmospheres that also nurture adults' self-esteem. Because most staff experienced education within a segregated system, they are encouraged and supported in developing knowledge of the "other" and skills associated with community relations through professional development. They also learn from each other by expressing cultural identity within a respectful dialogue. More formally, staff meetings accommodate sharing of challenges and successes in addressing the issues inherent in the work toward mutual understanding and respect.

Expectations for teachers go beyond classroom hours. Teachers often sponsor after-school clubs and extracurricular activities, including choir, instrumental music, drama, art, Irish dancing, badminton, and environmental study. The students play such sports as basketball, netball, cycling, football, Gaelic football, and American football.

Teachers regularly take on leadership roles in school affairs by serving as members of the school's board of governors and through facilitating professional development, which keeps the staff abreast of current research and best practices in the field. They work with the Northern Ireland Council on Integrated Education in development efforts and collaborate with religious and community relations groups. Teachers also partner with university faculty to conduct research and share results with the professional community. Participation with partner schools and community relations groups is possible because of teachers' commitment to the integrated mission and their willingness to put in the long hours necessary for planning and implementation of shared projects.

Because parents' involvement is a central feature of integrated schools, teachers, principals, and other staff actively work to encourage and sup- port participation in a variety of ways. Teachers conduct regular workshops to help parents understand the curric- ulum and learning that their children experience, including developing, pro- moting, and attending social events for parents; communicating infor- mation about curriculum and policy and involving parents in assessments; and offering resources and conducting workshops to help parents understand and support children's learning.

Parent Involvement

Since the very beginning, parent involvement has been a key element in integrated schools. Each school has a parent council to encourage parent support and participation. The board of governors consults with the parent council on a wide range of issues, including curriculum, policy, and the calendar. School administrators and teachers engage in ongoing communication with parents. Teachers are expected to respect and work with parents as partners, according to the following integrated mission: to reaffirm the integrated ethos in relationships and interactions with parents, and to solve problems and create together in a manner consistent with the affirmation that each child is important and valued. Each of these approaches to parent involvement would be important in any school, but parents in the integrated sector face additional challenges when they choose to cross sectarian lines and join with an unfamiliar "other" to educate their children. The NICIE organization and individual schools provide resources and offer programs, activities, and events to help parents understand the integrated approach, support mutual understanding, and enhance positive relationships throughout the school community.

Pupil Engagement and Involvement

Pupils engage in the workings of the school through participation in various forums, including daily class decision-making, class councils, pupil councils, and eco councils. Schools encourage full participation by students with special needs and ensure that both main traditions are equally represented. Through classroom and council participation, pupils have opportunities to participate in creating curriculum, making rules, and shaping policy.

Teachers use developmentally appropriate strategies and curriculum to challenge students at a level that makes success achievable according to individual stages and abilities (Vygotsky, 1978). Experiential learning, which involves creative personal responses through various modes, allows students to capitalize on personal strengths and connect to new information in meaningful ways (Gardner, 1993).

Addressing Conflict and Promoting Positive Relationships

To facilitate their goal of mutual understanding and respect, integrated schools celebrate diversity. Pupils, staff, and parents are supported in learning about and valuing difference through explicit teaching and by including diversity across the curriculum. While learning to value the cultures and traditions of others, pupils are encouraged to learn about and value their own. Bringing together groups from differing traditions often brings conflict to the surface; in integrated schools, however, grappling with contentious issues opens up opportunities to learn and understand the self and others.

Rather than avoiding conflict, integrated schools provide opportunities to deeply examine issues and perspectives through a variety of complementary strategies, including circle time (Mosley, 2004), events to celebrate culture, open debate and discussion, peer mediation, conflict resolution strategies, exploring feelings around contentious issues and symbols, friendship groups, assemblies, team building, role play, and workshops for the school community. Addressing conflict through non-violent, prosocial means is further supported by developing conflict resolution skills and programs that are reinforced by child-centered classroom management strategies demonstrating positive problem-solving skills.

Positive relationships between teachers and pupils are key to developing the trust and confidence that are necessary to examine beliefs and biases. Likewise, development in the personal, social, and emotional domains is addressed throughout the curriculum.

Academic Achievement

When examining academic achievement, it is important to consider the conditions that foster or inhibit learning. Research in neuroscience has informed our understanding of the physiological effects of stress that negatively impact learning and behavior, providing an additional basis for promoting safe and nurturing learning environments (Hannaford, 2002; Shonkoff & Phillips, 2000). The importance of positive relationships and safe, supportive learning environments is validated through a wide range of research (Learning First Alliance, 2001). The integrated approach is consistent with that research, as integrated schools aim to develop the potential of all pupils in a holistic manner (NICIE, 2008). Unlike other school sectors, integrated schools do not select pupils according to academic ability. Rather, they take an all-ability approach to education, striving to foster success for each pupil according to his or her individual stage of development and experience.

Assessment of individual students and schools throughout Northern Ireland is done through examination at four key stages, and the results are published in each school's annual prospectus. Even though integrated colleges are not selective, the results for those students taking the General Certificate of Secondary Education examination are substantially above the average for those of Northern Ireland non-grammar schools (NICIE, 2008). The percentages of pupils reaching or exceeding expected standards on key stage examinations are higher in virtually all areas than those in the rest of the United Kingdom (National Statistics, 2005). The fact that pupil success rates in integrated schools are on a par with the national percentages is impressive when considering the inclusive approach. In addition to publishing examination results, schools are inspected annually by the Education and Training Inspectorate to ensure quality teaching and learning. Many individual schools have achieved excellence in teaching and providing positive, nurturing environments for pupils (Education and Training Inspectorate, 2005). Further evidence of high-quality education is the fact that parents choose to place their children in integrated schools, and the level of satisfaction expressed by both parents and pupils (Montgomery et al., 2003). Students' stellar academic achievement in integrated schools provides additional validation to the notion that learning is enhanced when social and emotional development are supported.

Significance

In an age when children are inundated by violence, whether through personal experience or media, it is imperative that educators attend to their psychological, social, and emotional needs, along with considering their academic achievement. The purpose of this article is not to suggest that integrated education is a panacea for sectarianism, bias, or conflict in Northern Ireland (or elsewhere). Indeed, educators in the integrated sector continue working, with varying degrees of success, to address those issues, and research continues to enlighten practice. This article presents aspects of the integrated approach that foster the development of knowledge, skills, and dispositions that allow members of the school community to live and learn together peaceably. The experiences of integrated schools clearly demonstrate that it is possible to attend to social and emotional development while providing a high-quality academic education. This validation of holistic and reflective practice is vitally important at a time when educators are pressured to focus on narrowly defined curriculum and measure success only through standardized testing, which neglects equally important dimensions of the human experience. The integrated approach offers an alternative approach to education that embraces all aspects of development and makes respect for children and joyful learning a very real possibility.