Lifting the lid on mathematics grinds at secondary level in Ireland: graduates’ perceptions of the impact of private supplementary tutoring

In Ireland, ‘grinds’ is the term used for private supplementary tutoring (PT) outside of school, where a tutor teaches a particular subject in exchange for a financial gain. This practice has seen a global and national increase in recent years, mirroring trends in East Asia, particularly in the subject of mathematics. From an Irish perspective, despite its growing popularity, there is little evidence from the voice of the student and their experiences in relation to PT. This study explores the impact of grinds on secondary mathematics education from the viewpoint of Irish students who have finished school and progressed to higher education. An online survey conducted among first-year university students in three higher education institutions yielded 686 responses. The findings highlight the central position that mathematics grinds now occupy in Ireland, especially in the final year of secondary education. The research revealed mixed views regarding PT, with both positive and negative impacts identified. The secondary graduates appreciated the one-to-one support and improved confidence and grades that grinds could offer. Yet, they also criticized grinds for being costly, time-intensive, and contributing to educational disparities.