Ireland has made significant progress in promoting digital skills and technology education, yet girls’ engagement with information technology (IT) in secondary schools remains uneven. Initial research conducted as part of the HER TECH project highlights how access, confidence, and opportunity continue to shape girls’ experiences with ICT during a critical stage of education.
This early research focuses on secondary education as a key transition point, where subject choices and perceptions of future careers begin to solidify. Drawing on desk research, survey findings, and stakeholder interviews, it provides a snapshot of how girls in Ireland currently encounter, or miss out on, meaningful engagement with IT.
Uneven access across the school system
While digital competence is increasingly emphasised at policy level, ICT and computing subjects remain optional in Irish post-primary schools, and their availability varies widely. Access often depends on school resources, staffing, and local priorities, resulting in a fragmented landscape. For many girls, this means limited or inconsistent exposure to computing, programming, or digital problem-solving before key subject-choice moments.
The research indicates that girls in single-sex schools are less likely to encounter applied or hands-on technology subjects, reducing opportunities to build confidence and challenge stereotypes. Where computing is available, it is often perceived as highly technical or abstract, which can deter girls who do not already identify as “tech-oriented”.
Participation and confidence gaps
These structural differences are reflected in participation patterns at senior cycle. Girls typically account for only around 15–20% of students taking Leaving Certificate Computer Science, despite strong overall achievement by girls across STEM subjects. Stakeholders consistently identify confidence gaps and self-doubt as major barriers, often reinforced by the perception of technology as a male-dominated field.
Teachers and programme coordinators report that many girls underestimate their own abilities, even when their academic performance suggests strong potential. This highlights the importance of not only access to subjects, but also how computing is framed and taught within schools.
The role of adolescence and digital culture
The research also shows that influences on girls’ engagement with ICT change significantly during adolescence. While parents and teachers are key influences in early childhood, peers and social media become increasingly powerful for girls aged 13–17.
Online spaces can act as both enablers and barriers. Where girls encounter relatable and diverse representations of women in technology, confidence and interest can grow. However, stereotypical portrayals or male-dominated online cultures can reinforce the idea that IT “is not for them”, shaping aspirations long before career decisions are made.
A strong but fragmented ecosystem of initiatives
Ireland benefits from a rich ecosystem of NGO-, community-, and industry-led initiatives supporting girls’ engagement with ICT. Programmes targeting secondary school girls commonly focus on hands-on learning, mentoring, exposure to female role models, and real-world applications of technology.
Evidence from the initial research suggests that sustained, relational interventions, such as mentoring, repeated workshops, or work placements, are far more effective than one-off events. These approaches help girls build confidence, develop a sense of belonging, and imagine themselves in ICT-related futures.
However, access to these initiatives remains uneven across regions and school types, with rural and disadvantaged communities often under-represented. Many programmes rely on short-term funding or volunteer
capacity, limiting their ability to scale or integrate consistently with the formal education system.
Early implications for HerTECH
The initial research points to a clear conclusion: Ireland has strong foundations, but inconsistent delivery. Policy intent and grassroots innovation are evident, yet girls’ everyday experiences of IT in secondary school depend heavily on where they live and which school they attend.
For the HerTECH project, these findings reinforce the importance of:
- early and sustained engagement rather than late intervention,
- framing IT as creative, social, and meaningful,
- supporting teachers and schools alongside external initiatives,
- addressing confidence and identity, not just skills acquisition.
Ensuring that every girl has the opportunity to engage with IT on her own terms will require stronger coordination between schools, initiatives, and policy frameworks. This initial research provides a starting point for designing interventions that are inclusive, engaging, and responsive to girls’ real experiences within Ireland’s secondary education system.
