Theme 1: Volunteer Associations Supporting Disadvantaged Populations


 

  • Volunteering with Disadvantaged Populations in Ireland and France: A Comparative Overview

    During my Erasmus semester in Ireland, I had the opportunity to explore a new culture and
    educational system—but also a new social landscape. One of the most inspiring discoveries was the role of volunteering in Irish society, especially in supporting disadvantaged populations. From
    homeless individuals to elderly people and children from underprivileged backgrounds, I witnessed
    a strong culture of solidarity. Maynooth University, my host institution, actively encourages
    student involvement in this field through structured volunteering initiatives and partnerships.

    The Non-Profit Landscape in Ireland and at Maynooth University
    Ireland has a vibrant and well-organised non-profit sector, which plays a key role in supporting
    social welfare and complementing public services. A flagship organisation is Focus Ireland,
    founded in 1985 to tackle homelessness. Its work ranges from emergency accommodation to long-
    term reintegration programs and housing solutions. In 2023 alone, it supported over 18,000 people
    facing housing insecurity (source: Focus Ireland).

    Another major player is Barnardos Ireland, which focuses on vulnerable children and families.
    Through a holistic approach—including educational support, family services and mental health
    programmes—Barnardos helps break the cycle of poverty. The organisation partners with schools,
    social workers and communities to offer tailored support where it’s most needed.

    At Maynooth University, volunteering is deeply embedded in student life. The MU Volunteer
    Centre
     connects students with a wide range of causes, including organisations such as Saint
    Vincent de Paul (SVP)
    , which provides food, clothing, educational help and companionship to
    those in need. Students are encouraged to contribute their time and skills in a structured and
    supported way. Volunteering isn’t just extracurricular—it’s seen as part of one’s development.

    Comparison with France and My Own Experience
    In France, the non-profit sector also has a long and rich history. It is highly structured and enjoys
    strong institutional support. Major organisations such as Les Restos du CœurEmmaüs and La
    Croix-Rouge
     are deeply rooted in the national consciousness and play a visible role in fighting
    poverty and social exclusion. Platforms like France Bénévolat make it easy to find volunteering
    opportunities, from local food banks to international NGOs.

    I had the opportunity to experience this firsthand during my SoliCity engagement at the Foyer
    Notre-Dame des Sans-Abri
     in Vaise (Lyon). There, I helped organise donations and distribute
    meals to people in extremely precarious situations. The experience was emotionally impactful and
    gave me a deeper understanding of the importance of human dignity and solidarity.

    While the mission and values of volunteering are shared between France and Ireland, I noticed a
    key difference: in Ireland, student volunteering is more formally recognised and integrated into
    university life. It’s not unusual for academic programmes to promote community service or include
    volunteering as part of student development. This approach fosters a stronger culture of civic
    engagement among young people.

    Conclusion
    My time in Ireland allowed me to experience a different approach to social engagement—one that
    places the community and student participation at its core. It showed me that volunteering is not
    only about helping others but also about building stronger, more inclusive societies. Comparing it
    with my experience in France, I came to appreciate the various ways in which young people can be
    empowered to make a difference. Whether in Maynooth or Lyon, the desire to help remains the
    same—but how we structure and value that commitment can make all the difference.

    Sources:

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