Looking towards the future: the potential of precision teaching in the work of the educational psychologist in Ireland

Purpose This paper aims to examines the evolution of Precision Teaching (PT) within the Irish educational system, focusing on its integration into national educational guidelines and applied research and, in particular, highlighting the role of the National Educational Psychological Service (NEPS), Ireland’s state-funded school psychological service. Design/methodology/approach This paper tracks the evolution of PT within the Irish educational context. The potential future trajectory of PT in Irish schools is explored, with specific emphasis on how PT may be incorporated into the work of Educational Psychology (EPs) within school settings, in alignment with the consultative model of EP service delivery and the continuum-based assessment and intervention process adopted by NEPS. Findings Stemming from changing policies, curricular guidelines and applied research, educational provision in Ireland has undergone significant changes in recent years. Most notably, Irish schools have introduced a range of innovative, evidence-based interventions and frameworks across all levels of the school system to support all students, including those with special educational needs. Supported by a host of national research, PT now features as one such approach, which NEPS recommends to support pupils’ skill acquisition and fluency development. Originality/value By examining the past successes, current practices and future prospects of PT, this paper adds to the literature in terms of highlighting the potential of PT to inform the work of EPs in Irish schools, offering a springboard for critical reflection for comparable practices in international contexts.