Background to the Research

• This report presents the findings of a detailed study of the experiences and perspectives of children aged 3-11 years old in Belfast. The differing ways in which the conflict impacts upon their lives and influences their attitudes and identities are considered. The study aims to inform future community relations work with children in this age range.
  

Research Approach

• The experiences and perspectives of children living under the shadow of sectarian tensions (Case study one) are compared with those of children living relatively free from it (Case study two). The children were accessed via local primary schools and nurseries in four areas of Belfast: two that have experienced relatively high levels of violence and sectarian tensions; and two that have had very little direct experience of the violence (one predominantly Protestant, the other Catholic in each case).
• Three age groups of children were used: 3-4, 7-8 and 10-11 year olds. The research took place over a 2 year period, in which the children were observed in class and while playing in the playground over extended periods. A total of 276 interviews were also conducted with small friendship groups of children.
  

Main Findings

• The children were found to inhabit very different social worlds, with the major source of influence on their daily lives being where they lived and their experience of violence, rather than being Protestant or Catholic.
• The social world of Case study one children was found to be/include: neighbourhood-focused; a relatively deprived working class area; with limited ability or resources to travel regularly outside the local area; having relatively high levels of sectarian tensions and sporadic violence; as strongly reflecting existing tensions and divisions; and many children spending most of their time playing locally and with a strong sense of attachment to the local neighbourhood.
• The social world of case study two children was found to be/to involve: city-focused, in relatively affluent, middle class areas; a variety of after-school clubs and activities throughout the city; children limited to playing in their garden, rather than outside on the streets; friends living in a variety of locations throughout the city; no direct experience of the existing violence and sectarian tensions; and children tend to have no sense of locality or attachment to immediate neighbourhood.
• A small minority of the case study one 3-4 year olds were beginning to re-enact violent incidents and events through their play. A large proportion of these children were able to recognise and demonstrate some awareness of particular events and symbols associated with their own community. These children tended to prefer the events associated with their own community.
• The play of the case study two 3-4 year olds showed no awareness of the violence or divisions that exist. The children did tend to recognise some events and symbols; however they tended to locate these within a much broader framework and showed little ability to associate these with local events. There was no tendency, between Protestant and Catholic children, to prefer the events and symbols traditionally associated with their own community.
• The vast majority of Case study one 7-8 year olds were aware of the distinction between Protestant and Catholic communities, with their already developed general preference for particular events and symbols now being used as markers for differences between the two communities. This group showed strong, negative attitudes and prejudices towards the other community, and the majority were aware of local paramilitary groups, with some identifying with them. Little knowledge of broader political and historical events was shown, with the understanding that did exist often being partial and contradictory.
• Case study two 7-8 year olds showed a growing awareness of the violence but saw it as happening elsewhere, in 'bad' areas. They had very little understanding of the violence or divisions that exist, believing that all the violence was the same and caused by 'bad' people. No distinctions were made between different types of violence or between different groups of people. They did show growing awareness that some activities and events they engage in are associated with one community or the other. Some children begin to regard themselves as belonging to that community as a consequence. This group showed very little negative attitudes or prejudices towards the other community.
• The Case study one 10-11 year olds had broader and more detailed knowledge about local events, which tended to be interpreted and understood within their existing frameworks. This was accompanied by increased awareness of historical and political events associated mainly with their particular community, greater knowledge of and identification with local paramilitary groups, and strong negative attitudes and prejudices towards the other community. However, some more positive attitudes were developing and a small number of children regarded the violence and divisions as bad, although they were resigned to it as natural and inevitable.
• The Case study two 10-11 year olds showed increasing tendencies to pathologise certain areas, believing that the people that live there are violent and bad. Some were developing negative and stereotypical attitudes towards poor, working class children and communities. A strong sense of identity was evident, based upon the view that they are different from and above those involved in violence. All of the children were aware that they are either Catholic or Protestant, however some saw this as irrelevant to their lives. While seeing themselves as above the conflict and tensions, some of these children had developed an identification with, and allegiance to, a community, although this tended to reflect a recognition of being different to the other community.
  

Conclusions

• Rather than a detailed series of recommendations, broader principles are derived from the findings and discussed in the conclusions.
• From the age of three, all children should be encouraged to explore a range of different cultural practices, events and symbols and to appreciate and respect diversity and balance.
• From the beginning of Key Stage Two, children should be introduced to, and encouraged to, understand some of the key historical, political and social developments that have occurred in NI.
• From around the age of seven, targeted conflict resolution work should be undertaken with children in particular areas. In areas characterised by significant levels of sectarian tensions and violence, any conflict resolution strategies need to be part of a broader set of community relations initiatives within the area.
• While cross-community contact should form an important element of work with children, it needs to be carefully planned and organized.