30 Primary School Leaders in Dublin to Know in 2026

Last updated: August 2026

Dublin’s primary school leaders work across very different communities, school sizes and models. This list brings together 30 current principals leading primary schools in Dublin city and county, from inner-city DEIS settings and long-established parish schools to newer Educate Together and community national schools. As of August 2026, the useful question is not who is best. It is what each school leader is responsible for making possible every day.

The people below are presented in alphabetical order by first name to make the list easy to use. Their schools include boys’ and girls’ schools, mixed schools, Irish-medium education, multi-denominational education, specialist provision and schools with strong local histories. That range matters because primary leadership is always shaped by context.

For families, the list offers a starting point for understanding the people behind Dublin schools. For teachers and aspiring principals, it offers a set of current school contexts worth studying. For education organisations, it shows the breadth of leadership work happening across the capital and its surrounding county. The short profiles focus on current roles and one practical detail about each school, so readers can follow the links and decide what deserves a closer look.

Why primary school leadership in Dublin matters

Primary school leadership matters because a school is experienced through hundreds of small decisions. Leaders shape how staff work together, how families are welcomed, how additional needs are supported, how learning is discussed and how a school responds when a community changes. In Dublin, those decisions happen across very different settings, from small teaching-principal schools to large primary communities with specialist classes and sizeable support teams.

The leaders in this list show why context should come before easy labels. A principal leading an Irish-medium school is solving a different set of day-to-day problems from a principal leading a specialist dyslexia setting. A newer Educate Together school is building culture while it grows, while a long-established school may be carrying decades of family memory.

None of those settings is automatically simpler or harder. Each asks its leader to turn purpose into practical choices.

That is also why a useful directory should give readers more than names. The school model, size, local community and current priorities help explain what leadership looks like in each place. The official links attached to the profiles are there so readers can explore further and form their own view.

1. Aiveen Carr

Principal, Shellybanks Educate Together National School

Aiveen Carr leads Shellybanks Educate Together National School, a primary school in Dublin 4. Carr leads a school serving a wide South Dublin catchment, with an explicit equality-based identity.

The school’s current information gives this useful context: the school names Ballsbridge, Donnybrook, Grand Canal Dock, Irishtown, Ringsend and Sandymount among the communities it serves. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

2. Ciara McCauley

Principal, Catherine McAuley National School

In central Dublin, Ciara McCauley leads Catherine McAuley National School, a primary school in Dublin 2. McCauley leads a distinctive specialist primary school in the city centre.

The school’s current information gives this useful context: the school explains that places are for children aged at least eight who meet its dyslexia criteria, with a two-year placement. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

3. Fiona Collins

Principal, Carysfort National School

Fiona Collins leads Carysfort National School, a primary school in Blackrock, County Dublin. Collins leads a long-established primary school in Blackrock with a clear focus on wellbeing and learning.

The school’s current information gives this useful context: the school describes its aim as creating a safe, inclusive and dynamic environment where children can develop a lifelong love of learning. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

4. Ruth Brennan

Principal, Ballinteer Educate Together National School

Ruth Brennan is principal of Ballinteer Educate Together National School, a primary school in Dublin 16. Brennan leads a growing, equality-based school in Balally with a strong community focus.

The school’s current information gives this useful context: the school moved into a purpose-built building on a shared campus with St Tiernan’s Community School in 2022. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

5. Joe Lennon

Principal, Cherrywood Educate Together National School

At Cherrywood ETNS, Joe Lennon leads Cherrywood Educate Together National School, a primary school in Dublin 18. Lennon leads a newer primary school in one of Dublin’s fast-growing communities.

The school’s current information gives this useful context: the school describes the surrounding parkland and the growing Cherrywood community as part of its learning environment. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

6. Niall Callaghan

Principal, John Scottus National School

Niall Callaghan leads John Scottus National School, a primary school in Dublin 6. Callaghan leads an independent primary school in Rathmines with a distinctive philosophy of learning.

The school’s current information gives this useful context: the school says its approach seeks to help each child learn how to live meaningfully and successfully in the world. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

7. Sarah Reilly

Principal, Holy Child National School

Sarah Reilly leads Holy Child National School, a primary school in Dublin 9. Reilly leads a community primary school with a long local history in north Dublin.

The school’s current information gives this useful context: the school’s welcome places safe, caring and stimulating learning in partnership with parents at the centre of its work. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

8. Lesley Cahill

Principal, Springdale National School

In Raheny, Lesley Cahill leads Springdale National School, a primary school in Raheny, Dublin 5. Cahill leads a community primary school in Raheny with a strong emphasis on belonging and participation.

The school’s current information gives this useful context: the school’s live site shows a steady calendar of recent community events, including sport, performance and Bike Week activity. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

9. Niall Walsh

Principal, Star of the Sea Boys National School

Niall Walsh is principal of Star of the Sea Boys National School, a primary school in Sandymount, Dublin 4. Walsh leads a long-serving Sandymount primary school with a broad view of pupil development.

The school’s current information gives this useful context: the school’s current updates include Maths Week, Science Week, football and a News2Day report. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

10. Renee Moran

Principal, Mary, Help of Christians Girls National School

Renee Moran leads Mary, Help of Christians Girls National School, a primary school in Dublin 7. Moran leads a vertical girls’ primary school with a strong neighbourhood identity.

The school’s current information gives this useful context: the school also highlights student council, digital activity, choir, chess and languages among its school-life opportunities. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

11. Damian Moran

School Principal, St Laurence’s Boys National School

Damian Moran leads St Laurence’s Boys National School, a primary school in Stillorgan, County Dublin. Damian Moran leads a large boys’ primary school in South Dublin with a whole-child approach.

The school’s current information gives this useful context: the school describes its curriculum as broad and child-centred, with an extensive programme of extra-curricular activities. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

12. Lorraine Hession

Principal, Presentation Primary School, George’s Hill

In Dublin 7, Lorraine Hession leads Presentation Primary School, George’s Hill, a primary school in Dublin 7. Hession leads an inner-city primary school serving a diverse local community in Dublin 7.

The school’s current information gives this useful context: the Department’s current school record lists 152 pupils and identifies the school as DEIS. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

13. Leona Griffin

Principal, Stepaside Educate Together National School

Leona Griffin leads Stepaside Educate Together National School, a primary school in Stepaside, Dublin 18. Griffin leads a growing equality-based school with a clear focus on belonging, curiosity and kindness.

The school opened in 2012 and moved into its current building in April 2018. Griffin’s current Board biography says she aims to create a welcoming environment where children feel valued and are encouraged to be themselves.

14. Deirdre Delaney

Principal, Stanhope Street Primary School

Deirdre Delaney leads Stanhope Street Primary School, a primary school in Dublin 7. Delaney leads a large inner-city primary school in Dublin 7.

The school’s current information gives this useful context: the school record shows the scale and social context of the work clearly, with 400 pupils and a DEIS designation. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

15. Karen Mc Goldrick

Principal, St John Bosco Junior Boys National School

Karen Mc Goldrick leads St John Bosco Junior Boys National School, a primary school in Dublin 7. Mc Goldrick leads a primary school on the Navan Road serving the early years of boys’ education.

The school’s current information gives this useful context: the Department’s current record lists 151 pupils and identifies the school as a primary setting on the Navan Road. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

16. Emmanuel Bourke

Principal, St John Bosco Senior Boys National School

Emmanuel Bourke leads St John Bosco Senior Boys National School, a primary school in Dublin 7. Bourke leads the senior primary stage of a well-defined Dublin 7 school community.

The school’s current information gives this useful context: the Department record makes the school’s stage and size clear, giving families and education professionals useful context. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

17. Ruth Glennon

Principal, Harold’s Cross Educate Together National School

Ruth Glennon leads Harold’s Cross Educate Together National School, a primary school in Dublin 6W. Glennon leads a multi-denominational primary school serving a well-established inner-South Dublin community.

The school’s current information gives this useful context: the Department record lists 148 pupils, giving a useful picture of the scale of the school community. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

18. Joanna McDowell

Principal, Our Lady’s Grove Primary School

Joanna McDowell leads Our Lady’s Grove Primary School, a primary school in Dublin 14. McDowell leads a large primary school in Goatstown with a broad family catchment.

The school’s current information gives this useful context: the Department record shows a balanced enrolment and confirms the school’s current primary status and Dublin 14 location. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

19. Edel Collins

Principal, Our Lady’s National School, Clonskeagh

Edel Collins leads Our Lady’s National School, Clonskeagh, a primary school in Dublin 14. Collins leads a primary school serving children and families in the Clonskeagh and Milltown area.

The school’s current information gives this useful context: the Department’s record lists 192 pupils and a DEIS designation, useful context for understanding the leadership setting. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

20. Louise Ledwith

Principal, Rathfarnham Educate Together National School

Louise Ledwith leads Rathfarnham Educate Together National School, a primary school in Dublin 14. Ledwith leads an equality-based primary school in Rathfarnham.

The school’s current information gives this useful context: the Department record lists 102 boys and 103 girls, a concise picture of the school’s current size. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

21. Jonathan Hanley

Principal, Scoil Ghráinne Community National School

Jonathan Hanley leads Scoil Ghráinne Community National School, a primary school in Dublin 15. Hanley leads a community national school in one of Dublin 15’s diverse and rapidly growing areas.

The school’s current information gives this useful context: the school says its community welcomes families from many backgrounds and cultures and places strong value on parental partnership. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

22. Vivienne Bourke

Principal, St Luke’s National School

Vivienne Bourke leads St Luke’s National School, a primary school in Tyrrelstown, Dublin 15. Bourke leads a large, intercultural primary school in Tyrrelstown.

The school’s current information gives this useful context: the school’s current site describes a 55-person staff team and a dedicated additional-needs structure. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

23. Niall Murray

Principal, Ladyswell National School

Niall Murray leads Ladyswell National School, a primary school in Mulhuddart, Dublin 15. Murray leads a large, inclusive primary school in Mulhuddart.

The school’s current information gives this useful context: the school also highlights its participation in the Hot School Meals Programme as part of its approach to pupil wellbeing. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

24. Stacey Allen

Principal, St Ciaran’s National School

Stacey Allen leads St Ciaran’s National School, a primary school in Hartstown, Dublin 15. Allen leads a large primary school serving a growing west Dublin community.

The school’s current information gives this useful context: the Department record gives a clear current scale for the school, with 303 boys and 259 girls listed. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

25. Enda McGorman

Principal, Mary, Mother of Hope National School

Enda McGorman brings Mary, Mother of Hope National School, a primary school in Littlepace, Dublin 15. McGorman combines long-term school leadership with work across Irish primary leadership programmes.

The school’s current information gives this useful context: the CPSMA profile says he has worked with Misneach, Forbairt and Tánaiste and is an associate with the Oide Primary Leadership team. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

26. Lorcan Coyle

Principal, St Pius X Boys National School

In Terenure, Lorcan Coyle leads St Pius X Boys National School, a primary school in Terenure, Dublin 6. Coyle leads a large boys’ primary school in Terenure with a broad community role.

The school’s current information gives this useful context: the school’s welcome sets out a whole-school team of teachers, special needs assistants, support staff and a board of management. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

27. Thérése Gamble

Principal, St Brigid’s Primary School, The Coombe

Thérése Gamble leads St Brigid’s Primary School, The Coombe, a primary school in Dublin 8. Gamble leads a community primary school in Dublin 8 with a clear local-service identity.

The school’s current information gives this useful context: the school website makes its Early Start Programme and school initiatives visible as part of its support for children and families. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

28. Iseult Glackin

Principal, St Joseph’s Co-Ed Primary School

In East Wall, Iseult Glackin leads St Joseph’s Co-Ed Primary School, a primary school in East Wall, Dublin 3. Glackin leads a community primary school in Dublin 3 during a leadership transition.

The school’s current information gives this useful context: her welcome frames the school as a place where children are valued, supported and encouraged to grow academically, emotionally and socially. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

29. Niamh Greene

Principal, Corpus Christi National School

Niamh Greene leads Corpus Christi National School, a primary school in Drumcondra, Dublin 9. Greene leads a Catholic primary school in Drumcondra with a long local history.

The school’s current information gives this useful context: the school describes itself as inclusive and focused on a happy, safe environment where everyone is valued and encouraged to do their best. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

30. Róisín Ní Sheaghdha

Principal, Scoil Chrónáin

In Rathcoole, Róisín Ní Sheaghdha leads Scoil Chrónáin, a primary school in Rathcoole, County Dublin. Ní Sheaghdha leads a growing Irish-medium primary school in County Dublin.

The school’s current information gives this useful context: the school’s current profile also names a vice-principal and describes a 16-class structure from Junior Infants to sixth class. That detail is useful because it shows the kind of context the principal is working with, rather than reducing school leadership to a job title.

What these leaders show us about primary school leadership in Dublin

Several patterns stand out across these Dublin schools. First, school leadership is deeply local. The work is shaped by streets, families, language communities, patronage, school history and the practical realities of each catchment.

A school leader is not only managing a timetable. The leader is interpreting the needs of a particular community and helping a staff team respond consistently.

Second, inclusion is visible in many different forms. It appears in multi-denominational and equality-based models, in specialist provision, in autism classes, in additional-needs teams and in the repeated emphasis on children feeling safe and valued. Inclusion is not one programme that can be copied from one setting to another. It is a leadership habit of noticing who is present, who is missing and what support makes participation possible.

Third, the school websites reveal how much of the role is relational. Welcome messages mention parents, boards, teachers, pupils, community partnerships and the wider neighbourhood. That is a useful reminder that leadership is not just an individual performance. It is the daily work of making a shared direction clear enough for other people to act on.

Finally, the list shows that good leadership can be ambitious without being flashy. It can look like building a new school, protecting a long local tradition, running a small multi-grade setting, creating a specialist pathway or making a large school feel known. The common thread is practical responsibility: saying what matters, creating conditions for good work and making the next useful decision visible.

How to use this list

Use this list as a starting point, not as a substitute for visiting a school’s own site. If you are a parent or carer, begin with the schools that match your location, language needs, school model or child’s age. Read the admissions information, note the questions the school invites families to ask and look at the wider communication style.

If you are a teacher or aspiring principal, compare the leadership signals across three or four different settings. Notice how each school describes belonging, learning, parent partnership and support for children. Then choose one practice you could test in your own setting. A small move, such as clarifying one expectation or changing one meeting question, is more useful than collecting a long list of impressive ideas.

If you work with schools, use the profiles to prepare better written outreach. Start with the school’s stated context and ask a clear question about the work it is already doing. Respect the principal’s time, keep the first message specific and make it easy to decide whether the conversation is relevant.

Frequently Asked Questions

How many primary school leaders are included in this Dublin list?

This list includes 30 current primary school leaders from Dublin city and county. The final number reflects the school leaders and current school information that could be presented clearly and usefully for readers in August 2026.

Does the list include schools outside Dublin city?

Yes. The scope includes Dublin city and County Dublin, so it includes schools in areas such as Blackrock, Stillorgan, Rathcoole and other parts of the wider county as well as Dublin postal districts.

What kinds of primary schools are represented?

The list includes Catholic, Church of Ireland, multi-denominational, Educate Together, community national, Irish-medium, boys’, girls’, mixed and specialist primary schools. That range helps show how much the leadership role changes with context.

How can teachers learn from these school leaders?

Teachers can compare the school contexts, read the linked welcome pages and look for one practical idea that fits their own setting. The most useful learning usually starts with a small behaviour, meeting habit or communication choice that can be tested quickly.

How should families use the directory?

Families can use it to find the schools and school models that fit their needs, then follow each school’s own admissions and contact information. The directory is a starting point for questions, not a replacement for the school’s current enrolment process.

Conclusion

Dublin’s primary schools are led by people working in different languages, school models, neighbourhoods and community histories. That variety is not a side note. It is the reality leaders have to understand if they want their decisions to make sense to the children, families and staff in front of them.

A useful next step is to choose one school context that is different from your own, read its current welcome and admissions pages, and write down one question you would ask the principal about how the school turns its values into daily practice. That simple comparison can sharpen your own thinking about belonging, learning and responsibility.

The people in this list are not presented as a final answer. They are a practical doorway into the work of primary school leadership in Dublin, and into the many different ways a school community can be led well.

Related Reading

For wider context, read 100 Top Educational Leadership Speakers and 50 Essential Thought Leaders in Teaching and Learning. You can also explore the wider Consult Clarity site for practical leadership resources.

A written next step

If your school is looking for a practical keynote, workshop or facilitated leadership session, I would be glad to prepare a written proposal around your context. The focus is practical rather than motivational: something leaders can use on Monday morning. Email jonno@consultclarity.org.

About the Author

Jonno White is a Brisbane-based leadership consultant, keynote speaker and Certified Working Genius Facilitator, and the author of Step Up or Step Out. He works with schools, corporates and nonprofits around the world. To enquire about a keynote, workshop or facilitated leadership session, email jonno@consultclarity.org.