This research investigates how academically gifted students can be better supported in Irish science classrooms. Drawing on teacher and student experiences alongside existing literature, it aims to develop practical guidelines and classroom activities that provide appropriate challenge, reduce underachievement, and create a foundation for improved gifted education across the Irish education system.

This research investigates compassion fatigue among preschool educators, particularly those working with children exposed to trauma and adversity. Through surveys and statistical analysis, the study examines links between empathy, workplace conditions, and emotional exhaustion. The findings aim to improve educator support systems, reduce burnout, and strengthen early childhood education environments.

This research examines how universities communicate career advice and support services to students. Through surveys and focus groups at UMass Amherst, the study identifies student needs for less stressful, more inclusive, and more integrated career guidance. The findings inform policy and curriculum improvements aimed at better supporting student futures.