Senior Cycle Reform remains one of the most debated areas of Irish educational policy in recent years, particularly in relation to the tension between high-stakes assessment and inclusive, student-centred learning. Drawing on the OECD Implementation Framework (2020), Bridgman and Davis’s Policy Development Cycle (2003), and perspectives from key stakeholders, this paper critically explores the development, consultation, and implementation of Senior Cycle Reform within the Irish education system.

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Through these policy lenses, the paper examines how the continued dominance of the Leaving Certificate examination can limit broader educational aims such as wellbeing, inclusion, flexibility, and meaningful student engagement. In doing so, the analysis highlights key tensions between maintaining trusted assessment structures and achieving more holistic and inclusive approaches to learning.

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