Chapter 5 — Interviews

National schools

Because physical punishment was accepted as the norm in all national schools until the 1980s, it was difficult for children to be heard and listened to when they tried to identify cruel or excessive violence. Very often violent teachers were seen as good teachers and parents tolerated excessive punishments in the belief that their children would benefit in the long term. The opposite was more often the case.

There was no evidence of school principals, school inspectors, fellow teachers or boards of management taking the initiative to curb excesses in teachers. Occasionally, where parents made complaints, the child would see that the violence was reduced, but there was no sanction taken against the offending teacher. Some interviewees described how the teacher was very well respected in the local community and had the support of local clergy and was therefore regarded as ‘untouchable’ by the ordinary people in the parish.

Interviewees who had been subjected to excessive, extreme or constant physical punishment in their national schools were angry and damaged even into late adulthood by the experience. Many of them said that it resulted in loss of religion, dependence on alcohol and drugs, depression and psychological illness, and an inability to trust or form relationships. Many also said that they themselves responded with violence to situations in their own lives, as it had become a learned response for them.

It is impossible to calculate the impact of a culture of severe physical punishment in some primary schools that permeated the education system in Ireland until the mid 1980s. What was clear however was that although some adults survived and even thrived in primary education many suffered greatly as a result of their experience.

Forty male interviewees reported being sexually abused whilst in national school. Thirty four of these reported that their abuser was a male religious. Two reported a female religious and four stated they were abused by male lay teachers.

Although two or three interviewees reported a ‘benign and kindly’ relationship with the teacher who sexually abused them, in general sexual abuse was accompanied by violence and the threat of violence. Children were brought to the front of the classroom and fumbled and touched inappropriately by teachers in front of other school pupils. This led to humiliation and jeering and for many interviewees was the most enduring and painful part of the experience of sexual abuse. Much abuse went further than fondling and some interviewees reported been kept back after class or brought to isolated areas of the school where they were subject to a much more serious level of sexual assault, amounting for some of them to full rape. In almost all cases where teachers sexually assaulted pupils, interviewees reported that the abuse was on-going for the duration of the child’s time in the teacher’s classroom. Interviewees reported being sickened, terrified and humiliated by sexual abuse in the classroom and feeling isolated and hopeless in the face of the teacher’s apparent power.

In general interviewees did not speak to their parents about what was happening. Most of them said that they thought their parents would not believe them. In some cases where the child did tell the parents what happened they were disbelieved and punished for speaking ill of the teacher.

There were some assertions that the activities of some Brothers and some visiting clergymen were known to the management and teachers in particular schools. Evasive action was taken to try to prevent children being alone with particular priests or Brothers. In one instance an interviewee reported that schools would be rung ahead to warn them that a particular priest was coming and the children would be prevented from being alone with them.

Where sexual abuse went beyond touching and inappropriate fondling, it was conducted in secret and with the threat of violence if the activity was disclosed.

What was the most significant element of the reports of sexual abuse of children who were attending day schools was the helplessness and powerlessness and isolation they felt. Children were not listened to and not believed. Adults who saw what was happening ignored it and instead of confronting the abuser they sought to minimise the contact with children. This was totally ineffectual as the abuser was usually able to devise means of singling children out and accessing them alone.

The impact of sexual abuse on the adult lives of victims varied with the individual, but a number of significant responses did emerge. In general, men who had experienced sexual abuse at the hands of religious Brothers or priests reported that they had no religion or no respect for religion. Interviewees were in general extremely damaged by what had occurred. Many of them reported feelings of great anger and hurt, depression and other psychological illnesses, drug and drink addiction and an inability to form relationships in adult life. Many wanted to see the abuser named and punished for what had occurred and were anxious to establish whether other children had suffered in the same way that they had. Many victims carried the humiliation, embarrassment and fear throughout adulthood.

Female interviewees reported physical abuse by nuns, female lay teachers and male lay teachers. Although there were individual reports of extreme and excessive violence, in general female interviewees spoke of physical punishment as being more pervasive than extreme. Complainants recalled an atmosphere of constant fear in some classrooms with leathers, canes, rulers and other implements such as chair legs being used.

Punishment was administered for failure at lessons and for minor infractions and was reported as being disproportionate and unpredictable.

A small number of interviewees reported physical abuse at the hands of male teachers, which was excessive and dangerous. Very small children were subjected to kicks and punches by male teachers, which could have caused serious injury.

Boys who attended girls’ schools up to the age of seven or eight reported a less harsh regime than that which operated in boys’ national schools, although individual teachers, lay and religious, were identified as being cruel and vindictive.