Analysis: Researchers have taken a deep dive into grinds in Ireland, focusing on who takes them, why students seek them out and their perceived impact
By Niamh O'Meara, UL and Mark Prendergast, UCC
Private tuition, known locally as grinds, refers to paid tutoring that takes place outside regular schooling. While it has long been a feature of education systems in many Asian countries, research shows that grinds have become a global phenomenon in recent years.
The industry is expanding rapidly and is now widely regarded as a multi-billion euro enterprise. With the Easter holidays fast approaching, and many Irish Leaving Certificate students likely to spend considerable time (and money) on private tuition, what does the research have to say about grinds, especially maths?
International research on the grinds culture has largely focused on the factors influencing students' decisions to participate across subject disciplines, as well as their academic impact. It shows that students avail of grinds for a variety of reasons, including a desire to perform well in high-stakes examinations, perceived inadequacies in mainstream schooling, and the expansion of higher education, which leads many to view grinds as a means of accessing additional opportunities.
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From RTÉ Radio 1's The Business, getting to grips with grinds
But the evidence on their impact is mixed. While some studies report that grinds can enhance academic achievement, others find no significant effect on attainment levels. They may also place considerable financial strain on households, exacerbate social inequalities, and create challenges for mainstream teachers.
Importantly, research shows that the reasons for and impact of grinds can vary significantly by subject. In Ireland, this is particularly evident in maths. Since 2012, mathematics education has undergone significant reform including the introduction of Project Maths, bonus points for higher-level mathematics and a revised Junior Cycle specification.
Alongside these developments, anecdotal reports of increased demand for maths' grinds prompted researchers from the University of Limerick and University College Cork to investigate the issue. Our study involved 305 secondary school mathematics teachers and 686 first-year undergraduate students who had recently completed Leaving Certificate mathematics. Using survey data, the researchers examined the prevalence of mathematics grinds, who participates in them, why students seek them out, and their perceived impact.
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The findings highlight just how common mathematics grinds have become. Of the 686 students surveyed, 51% reported receiving mathematics grinds during secondary school. Uptake increased significantly in examination years, with relatively low participation in the early years of Junior Cycle but sharp rises in Third Year and, in particular, Sixth Year. This pattern strongly suggests that Ireland’s high-stakes examination system is a key driver of demand.
Mathematics also stands out compared to other subjects. Over half of those who took mathematics grinds did not take grinds in any other subject, while students who did not take mathematics grinds were far less likely to seek grinds in other subject disciplines. When compared with other core subjects, the difference is stark: 51% of students reported taking mathematics grinds, but only 8% and 13% did so for English and Irish respectively.
Mathematics is clearly the subject for which grinds are most in demand. Several factors help explain this, including its importance for entry to third-level courses and, perhaps most notably, the additional 25 points awarded to students who achieve a pass (40% or higher) in higher-level Leaving Cert mathematics.
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Given this high uptake, the study also canvased the views of secondary mathematics teachers on the impact of grinds. While perspectives were mixed, they were predominantly negative. The most common concerns included students becoming less engaged in class, taking less responsibility for their own learning, and focusing on procedural, examination-driven approaches rather than developing deeper understanding. Teachers also reported that grinds can undermine the relationship between students and their classroom teacher.
These concerns are significant. Many teachers observed that students who attend grinds can become inattentive, disengaged, or less inclined to complete homework. Others pointed to a mismatch in teaching approaches, with grinds often emphasising shortcuts, memorisation and examination techniques at the expense of deeper understanding. This may help explain a noteworthy finding: while 76% of teachers believed grinds improve test performance, only 36% felt they enhance students’ problem-solving skills, a key goal of the current mathematics curriculum.
Overall, this research highlights both the scale and complexity of the mathematics grinds culture in Ireland. While grinds may offer short-term academic benefits, they also raise important questions about equity, student engagement, and the nature of learning in mathematics. Addressing these challenges will require thoughtful consideration from policymakers and educators alike, particularly in relation to how mathematics is taught, assessed, and experienced within Irish schools.
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Dr Niamh O'Meara is an associate professor at the School of Education at University of Limerick. Mark Prendergast is a senior lecturer in Mathematics Education at the School of Education at University College Cork
The views expressed here are those of the author and do not represent or reflect the views of RTÉ
