Vol 31 No 20    13 Feb 2026

Happy Lunar New Year 2026

Myths and legends have always been a huge part of the New Year culture. A rather well-known story is the legend of the Nian beast. It is a fierce beast with a head that looks like a lion, and has a long and large horn. On the very last day of the lunar year, it would come ashore from the sea to eat livestock and people. So every year on that day, people would lock the livestock away and flee to the mountains to hide.

One year, a wise man came to one of the villagers and promised that he would help them to drive the Nian beast away. The people didn’t believe him, and continued to prepare and flee as usual. The beast broke into the village as expected, ready to capture its prey. Then came the wise man, dressed in red, with the loud noise of firecrackers. The bright light of the firecrackers terrified the beast and drove it away.

The next morning, when the villagers returned, they found that their livestock and houses were safe and sound. They realized that the man had saved their village, and had told them how to drive the Nian away: it fears the colour red, bright light, and loud sound. So every year after that, the people would hang red couplets, red lanterns, and use the firecrackers to scare Nian away. This tradition explains the vibrant and noisy atmosphere we have nowadays during the New Year. So next time when you celebrate Lunar New Year, remember to put red in your house!
Olivia Peng

UNESCO Women and Girls in Science Day

To mark International Women and Girls in Science Day, pupils in Form 1 researched and created a slide presentation on some of our amazing women scientists across various disciplines of STEM, including Space & Engineering, Genetics & Medicine, and Academic Leadership. We watched a video featuring the discoveries of UCD lecturers and scientists Dr Emma Teeling (who discovered that bats do not get arthritis or cancer) and Dr Emmeline Hill on the speed gene in horses.

Here are just a few of the women they researched:

Dr Norah Patten - an aeronautical engineer and bioastronautics researcher, is expected to fly on the Virgin Galactic Delta mission, becoming the first Irish person in space.

Dr Niamh Shaw - an engineer and scientist, is a prominent science communicator and ESA champion recognized for her contributions to space education.

Prof Aoife McLysaght - a distinguished geneticist at Trinity College Dublin, is acknowledged for her work in molecular evolution.

Dr Linda Doyle - serves as the 45th Provost of Trinity College Dublin and is a respected leader in engineering and research.

Prof Jocelyn Bell Burnell - is a renowned Northern Irish astrophysicist credited with discovering the first radio pulsars.

Dr Emmeline Hill - is known for her research on the genetic "speed gene" test for horse racing performance.

Dr Aoibhinn Ní Shúilleabháin - holds a position as a lecturer in Mathematics and Statistics at UCD while excelling as a science communicator.

Dr Eimear Dolan - focuses on developing medical devices for cancer and diabetes treatment as part of her research endeavors.

Key Fields and Contributions:

Space & Engineering - Dr Norah Patten and Dr Niamh Shaw play pivotal roles in enhancing Irish visibility within space research.

Genetics & Medicine - Prof Aoife McLysaght specializes in genetic evolution while Dr Eimear Dolan contributes to advancements in medical technology.

Academic Leadership - Dr Linda Doyle stands out as a trailblazer for women's leadership in STEM fields.
Mr Langrell

Young Scientist 2026

Our project: 

The title of our project is Phone pouches in Irish schools: hygiene hazard or helpful habit? and we were in the health and wellbeing category of the Young Scientist competition. In our project, we investigated the hygiene of the phone pouches by swabbing the pouches and placing the agar plates in an oven for 14 days at 25 degrees. We also wanted to see what people thought about the phone pouches as they are so new in schools. 

What happened? 

Day 1: The competition was not open to the public, giving us a chance to set up our project and to begin our judging. We were also featured on RTE news and had a chance to meet new people at the quiz open to all students that night.  

Day 2: This was the first day that was open to the public, giving us a chance to share our idea with the public. We had two rounds of judging, one in the morning and one in the afternoon. There was also a disco that night that all students were invited to. 

Day 3: Another day that was open to the public, meaning another opportunity to share our idea. The HSD Form 1 pupils attended and it was good to see some familiar faces. We then attended the awards ceremony; the atmosphere was great. 

Day 4: Open to the public 

Judging experience: 

We had three experienced judges over the few days. They were all very nice and interested in our project and supported us in sharing our idea. While the judging did originally seem daunting, we found it to be quite fun and we learnt many new skills from it. 

Overall experience and what we took from it: 

Overall, the Young Scientist experience was one that we took a lot from. From meeting TDs such as Jim O' Callaghan, Ivana Bacik, and James Geoghegan to meeting other students from all over Ireland, the competition has soared above our expectations. We encountered many new opportunities such as being on the news and being able to share our project with other interested individuals. The Young Scientist experience is one we whole heartedly recommend and encourage other students to enter and take part in throughout the coming years. 
Ava Allen and Abby McGrath

Mock Examinations

We would like to warmly congratulate all pupils in Form 3 and Form 6 who have now completed their Junior Cycle and Leaving Certificate mock examinations. The mock examiations are an important milestone in the academic year. We would also like to extend our sincere thanks to our teachers, who have been extremely busy correcting papers, finalising grades and preparing detailed reports. This is a significant undertaking, and we greatly appreciate the time and care that goes into providing constructive feedback to support each pupil's progress.

Mock examination reports will be issued to parents by Friday 6 March. We encourage families to take time to review the feedback carefully and to support students in setting clear goals for the months ahead. Well done again to all involved - the hard work now will stand to our pupils as they prepare for their final examinations.

DARE and RACE

As educationalists we know that examination results don’t always tell the full story. This is why it is so important to know about RACE and DARE. 

Reasonable Accommodations at Certificate Examinations (RACE) supports pupils with special educational needs in accessing the Junior Cycle and Leaving Certificate examinations on an equal basis with their peers. Reasonable accommodations are designed to remove, as far as possible, the impact of a disability or specific learning difficulty on examination performance. The aim is not to provide an advantage, but to ensure fairness and accessibility. Candidates may be eligible for RACE if they have a disability or condition that affects their ability to access or complete examinations in the usual way. This can include visual or physical impairments, hearing difficulties, medical conditions, or specific learning difficulties such as dyslexia. Applications are made through the school, and all requests are overseen and approved by the State Examinations Commission (SEC).

Depending on individual needs, reasonable accommodations may include:

• Extra time in written examinations

• Enlarged, modified, or Braille exam papers

• A reader, scribe, or assistive technology

• Use of low-vision aids or specialised equipment

• Rest breaks during examinations

• Alternative venues in exceptional circumstances

• Exemptions from certain components (e.g. aural tests, where appropriate)

In some cases, schools can also approve practical arrangements such as allowing medication, specialised seating, or supervised rest breaks. If parents believe their child may be eligible for RACE supports, they should contact the school as early as possible. The application process involves appropriate documentation and assessment, and deadlines apply. Our Guidance and Learning Support teams are available to advise families and guide pupils through the process.

DARE stands for Disability Access Route to Education. It provides a reduced points entry route to participating higher education institutions for school leavers who have a disability or specific learning difficulty that impacts their educational performance. Pupils who apply under DARE must provide supporting evidence, such as:

• A medical report from a consultant or specialist

• A psychological assessment (for learning differences)

• Educational psychologist reports (where relevant)

• School reports outlining the impact of the disability or difficulty

DARE does not guarantee a lower entry score, but it allows universities and colleges to assess applicants using both their academic results and their supporting evidence, taking into account how their disability has affected their learning.
For more information on RACE click here and for DARE click here. 

The Access Programme – An Alternative Pathway to Higher Education

For some pupils, the traditional CAO points route is not the only – or the most appropriate – pathway into third-level education. The Access Programme offers an alternative entry route to university for students whose personal, social, or economic circumstances may have impacted their educational opportunities.

Access programmes are designed to support students from underrepresented backgrounds in progressing to higher education. They aim to ensure that ability and potential – rather than circumstance – determine a student’s opportunity to attend college.

Many Irish universities including Trinity College Dublin, UCD, DCU, and others operate Access schemes. These programmes may offer:

• Reduced points entry through the CAO

• Additional consideration of personal circumstances

• Foundation or preparatory courses

• Financial support and scholarships

• Academic and mentoring supports throughout university

Access programmes are generally intended for students who may have experienced barriers to education, including:

• Socio-economic disadvantage

• Being the first in their family to attend university

• Attendance at a DEIS school (where applicable)

• Certain underrepresented groups in higher education

Each university has its own eligibility criteria, and applications usually require supporting documentation.

Students still apply for their chosen courses through the CAO in the usual way. However, they may also complete a separate Access application (often online through the relevant university’s website) and provide documentation to support their eligibility. If successful, students may receive a conditional offer with adjusted points requirements and ongoing supports once they begin their studies.

The Access Programme recognises that talent and ambition exist in every community. It provides an important alternative route into higher education for students who may not otherwise see university as achievable. Parents and students who feel this pathway may be relevant are encouraged to speak with the Guidance Department early in Senior Cycle to explore options and deadlines. Early awareness and preparation are key. Access programmes open doors – ensuring that higher education remains inclusive, supportive, and achievable for all students with the drive to succeed.

UCD Ad Astra Scholarship

Over the years, a number of our past pupils have successfully earned the prestigious UCD Ad Astra Scholarship in areas including sport, music, and academic excellence. For families considering future university pathways, the Ad Astra Scholarship is certainly one to aspire to - not only for the financial support, but for the mentorship, opportunities, and community it provides. Up to 15 new scholars are selected each year from students entering UCD directly from the Leaving Certificate (or equivalent examinations), with additional opportunities available for students progressing through their degree programmes.

Recipients of the scholarship receive a range of supports and opportunities throughout their time at UCD, including:

• A €3,000 annual bursary for each year they remain in the programme

• The support of a dedicated academic mentor

• Access to workshops and seminars on leadership, careers, and personal development

• Networking and team-building events with fellow scholars

• The opportunity to take a tailored elective module in professional and personal development

• Exclusive study and collaboration spaces such as the Scholars’ Room

Scholars come from a wide range of disciplines across the university, including science, engineering, humanities, medicine, business, and more.  For more information see here.

The High School & Diocesan Past Pupils’ Union

Did you know that all pupils of The High School automatically become members of the High School & Diocesan Past Pupils’ Union (PPU) when they leave the school?

The PPU exists to foster lifelong connections between past pupils and to maintain strong links with The High School community. It provides a wonderful opportunity for alumni to reconnect with classmates, support school initiatives, attend social and sporting events, and contribute to the continued growth and development of the school.

The Union actively encourages past pupils to stay in touch through its website, www.hsdppu.com, where members can find news, event details, and updates. The PPU is always delighted to hear from those who would like to become involved — whether by joining the committee, participating in a working group, supporting a particular project, or helping in any other way.

Officers and Committee 2025–2026

President: Nadia Ramoutar (HSD, 1979–85)
Vice President: Andrew Forrest (HSD, 1977–84)
President-Elect: Jonathan Allison (HSD, 1977–85) 
Honorary Secretary: Arlene Brislane (née Blain) (HSD, 1978–86)
Honorary Treasurer: Shane Keogh (HSD, 1993-96) 
ASU Representative: John Gillis (HSD, 1975–81)
Golf Secretary: John Gillis (HSD, 1975–81)

Committee Members:
Hilary Armstrong, Andrew Brennan (HSD, 2011–17), John Ellis, Muriel O'Brien, and Warren Swalbe.

The PPU plays an important role in celebrating the achievements of past pupils and strengthening the sense of community that makes The High School so special. To get involved or to learn more, please contact the PPU at info@hsdppu.com. We look forward to seeing our past pupils continue to connect, contribute, and celebrate their shared High School experience.

Form 4 Environmental Innovators  

As part of the Form 4 Environmental Innovators module, we deepened our understanding of sustainability and applied practical strategies to enhance our campus and local community. Emphasizing innovative and impactful solutions, the module encouraged environmentally responsible practices aimed at long-term preservation. Over the past few months we have researched, developed, and created many additional environmental improvement to our wonderful school campus. 

HSD Orchestra Tour

You can access further information at the following link here.