This study investigates how life skills are understood and taught in Irish schools, focusing on the perspectives of school principals, teachers, and students. Life skills—such as resilience, emotional regulation, and decision-making—are increasingly emphasized in education policies worldwide (OECD, 2015). However, there is significant variation in how they are defined, integrated into the curriculum, and implemented in daily school life (Nasheeda et al., 2019).

The study draws on the context of the Norwegian partner project, where the teaching of life skills has been introduced as part of the school curriculum, but does not have a shared or clearly agreed-upon definition. Similarly, in Ireland, life skills are not defined through a single, unified framework, but are broadly embedded within the Social, Personal and Health Education (SPHE) curriculum (Butler et al., 2025; Keating et al., 2018; NCCA, 1999). SPHE aims to equip students with essential skills for personal well-being, relationships, and responsible decision-making, covering topics such as mental health, self-awareness, communication, and coping strategies. While SPHE provides a foundation, the way schools interpret and implement life skills can vary significantly. Similarly, the attitudes of teachers and school leaders toward SPHE also differ, influencing how the subject is prioritized and delivered (Byrne, 2021; Nic Gabhainn, et al., 2010).

Given the conceptual ambiguity of life skills, the present study does not begin with a fixed definition of this term. Rather, it adopts an exploratory approach to investigate how life skills education is conceptualized and enacted by school principals, teachers, and students, reflecting the current challenges in education research.