10,992 entries for Inspections - State

There were two complainants from mother and baby homes, who had given birth to children there whilst under 18 years of age. They both described a regimented ‘prison-like’ atmosphere, where they were made to wear uniforms and punished for talking and laughing. They further described how both pre- and post-natal care was non-existent. They described suffering humiliation at the hands of the nuns who were both verbally and physically abusive; one interviewee described being hit on the back of the legs with a leather strap. They described how they were emotionally traumatised during their time in the home.

A third complainant recalled her time spent in the home as a young child. She was neglected and claimed she was left for long periods alone in a cot and consequently suffered delayed development.

In relation to the complaints against private schools there were two interviewees. Both complained of sexual abuse; one complainant described ongoing sexual abuse by a priest on staff for a period of four years. This complainant further stated that other boys were victims of this priest. The sexual abuse was primarily fondling. The complainant stated that this priest would, following football matches, pick different boys for ‘inspection’ and bring them to his room to make sure that they had washed themselves properly. In response to this allegation the Congregation in question stated that they did not intend to dispute the complainant’s statement and apologised.

A lay member of staff was alleged to have sexually abused the second complainant on one occasion. He detailed how approximately six years later he informed his family but was not believed. A number of years later he made a statement to the Gardaí. He also described how he was the victim of peer abuse as the older boys in the school bullied him. He described the food as extremely bad.

Neither complainant reported the abuse while in school.

Many of the children in these institutions were particularly vulnerable because they were ill, or were suffering from some disability or were orphans without adults to protect them. The guiding principle that the more vulnerable the person, the greater the duty of care, should have ensured the institutions provided the kind of care commensurate with the children’s needs. The complainants not merely claimed that their needs were not met but alleged that some adults exploited their vulnerability by abusing them and by not according them the respect due to all human beings. Children must be respected and consulted, and their interests must always be paramount in the way in which care is provided.

In national schools, the assumption that children are being educated in a professional way should not be taken for granted. The Department of Education and Science, the diocese, the board of management and parents need to assess the quality of the school by looking beyond its academic proficiency. The developmental and psychological needs of the child are equally important. Children must be facilitated in making complaints and their complaints must be listened to.

It must never be assumed that any particular teacher or carer ‘would never behave like that’. There are no recognisable or common traits that mark people out as abusers. People who are otherwise respectable, law-abiding pillars of the community can be child abusers and it is the responsibility of all adults in society to listen to and protect children from such people.

Physical and emotional abuse and neglect were features of the institutions. Sexual abuse occurred in many of them, particularly boys’ institutions. Schools were run in a severe, regimented manner that imposed unreasonable and oppressive discipline on children and even on staff.

The system of large-scale institutionalisation was a response to a nineteenth century social problem, which was outdated and incapable of meeting the needs of individual children. The defects of the system were exacerbated by the way it was operated by the Congregations that owned and managed the schools. This failure led to the institutional abuse of children where their developmental, emotional and educational needs were not met.

The deferential and submissive attitude of the Department of Education towards the Congregations compromised its ability to carry out its statutory duty of inspection and monitoring of the schools. The Reformatory and Industrial Schools Section of the Department was accorded a low status within the Department and generally saw itself as facilitating the Congregations and the Resident Managers.

The capital and financial commitment made by the religious Congregations was a major factor in prolonging the system of institutional care of children in the State. From the mid 1920s in England, smaller more family-like settings were established and they were seen as providing a better standard of care for children in need. In Ireland, however, the Industrial School system thrived.

The system of funding through capitation grants led to demands by Managers for children to be committed to Industrial Schools for reasons of economic viability of the institutions.

The system of inspection by the Department of Education was fundamentally flawed and incapable of being effective. The Inspector was not supported by a regulatory authority with the power to insist on changes being made. There were no uniform, objective standards of care applicable to all institutions on which the inspections could be based. The Inspector’s position was compromised by lack of independence from the Department. Inspections were limited to the standard of physical care of the children and did not extend to their emotional needs. The type of inspection carried out made it difficult to ascertain the emotional state of the children. The statutory obligation to inspect more than 50 residential schools was too much for one person. Inspections were not random or unannounced: School Managers were alerted in advance that an inspection was due. As a result, the Inspector did not get an accurate picture of conditions in the schools. The Inspector did not ensure that punishment books were kept and made available for inspection even though they were required by the regulations. The Inspector rarely spoke to the children in the institutions.

Many witnesses who complained of abuse nevertheless expressed some positive memories: small gestures of kindness were vividly recalled. A word of consideration or encouragement, or an act of sympathy or understanding had a profound effect. Adults in their sixties and seventies recalled seemingly insignificant events that had remained with them all their lives. Often the act of kindness recalled in such a positive light arose from the simple fact that the staff member had not given a beating when one was expected.