Abstract This paper explores the role of community stakeholders in supporting the educational trajectories of students experiencing socio‐economic disadvantage in the Irish context. Building on international and national policy debates, the study examines how community‐based organisations, statutory services and outreach initiatives work alongside schools and families to address barriers to educational engagement. Drawing on Bronfenbrenner and Morris' (2006) bioecological model of human development and Bourdieu's concept of habitus, the research presents findings from qualitative data collected through semi‐structured interviews with 17 stakeholders working in community‐based organisations which support student and family engagement in formal education. Thematic analysis identified three key themes: (i) community stakeholders engage in ‘community bridge work’ to provide holistic and relational supports that extend beyond school‐based interventions; (ii) engaging parents and families is central to community bridge work but issues such as intergenerational disadvantage, literacy difficulties and stigma continue to present challenges; and (iii) early literacy development and supported transitions across primary, secondary and higher education are pivotal in shaping students' long‐term educational aspirations and attainment. The findings highlight both tensions and synergies between affective care and academic expectations in community bridge work. This research underscores the need for integrated multi‐agency prevention and early intervention approaches that are adequately resourced and recognise the cumulative nature of disadvantage and foreground community partnerships in education policy and practice.
Keogh et al. (2026) studied this question.