Written Answers Nos. 261-280
261. Deputy Tom Brabazon asked the Minister for Education and Youth if her Department has an official policy on the use of sensory or quiet rooms in schools for students with autism; whether schools are permitted to limit the use of such facilities to a set number of classes per day; and if her Department has an official policy or recommended usage time per student per day for such facilities. [62391/25]
View answerA sensory room in a school can enhance and promote the health and wellbeing of the whole school with a focus on both the culture and the environment. It is a designated area within a school which can support a student’s sensory preferences and needs and can provide students with the individualised sensory input they need to self-regulate, so they can be better prepared for learning and interacting with others.
Funding of €7,000 is made available by my Department's Loose Furniture & Equipment (F&E) Section for the provision of the start-up of a sensory room within a school. To be eligible for the grant, the school must demonstrate it has an NCSE approved ASD class and that there is a suitable room to house the sensory room (i.e. drawings of the school layout with the sensory room and ASD class clearly marked). The sensory room must be a separate room from that of the ASD class and must have its own separate entry/exit. Only one sensory room grant is funded by my Department per school. It is intended that this funding can also be used for the purchase of sensory equipment.
A sensory room is primarily intended for use by students within the school and is not confined to students within a specific classroom.
Such classrooms for pupils with special education needs are included as standard in the accommodation brief for new school buildings and major extension projects. The overall accommodation suite for students with special education needs also generally includes ancillary accommodation such as a Central Activities Space, a Multi Activity Room and Quiet Spaces as well as an outdoor Secure Play Area and Sensory Garden.
In order to make accommodation provision to meet the needs of students with special education requirements, the Department has close engagement with the National Council for Special Education (NCSE) which has responsibility for coordinating and advising on the education provision for children nationwide. When the NCSE sanction a special class in a school, the school can apply to the Department for capital funding to re-configure existing spaces within the school building to accommodate the class or to construct additional accommodation. Similarly, where special schools wish to expand provision, the school can apply to the Department for capital funding to accommodate additional placements.
In addition to a sensory room, a school may have a calming space, the design of which is different to a sensory room. The calming space should be located within or directly off the classroom base and is intended as a safe quiet area that a pupil, under the supervision of a staff member, can access for a short period of time if they need some quiet time to themselves. The design of the space must allow staff to observe pupils unobtrusively from the classroom.
The calming space is designed to ensure that a student may choose to access to take a break or to help with regulation. Calming activities are made available to the student depending on their individual needs preferences, and may include items such as stress balls, books, soft toys, and/or noise cancelling headphones.
The calming space is to be designed as a quiet zone or alcove within the classroom without enclosing walls and not as a separate room, these spaces may involve an area of the classroom set up with cushions or a tent to limit sensory stimuli or a space with calming activities and materials and which is visible to either a teacher or a special needs assistant. This area can have different softer finishes to the Classroom that will allow pupils to relax and sit/lie on the floor. A ‘dark’ room, using dark blues, can be created as an alcove off the Classroom to provide a different environment or to provide a different sensory experience. This is a matter for discussion and decision between the school authority and the Design Team. It is my Department's policy not to provide a door to the opening into the calming space, this allows for active supervision of the calming space from the SEN classroom.
The NCSE have updated advice on sensory rooms in schools this year. The booklet titled 'Sensory Spaces in Schools', the content of the booklet is based on research evidence and the therapists’ professional experiences of working in schools. This booklet has been created to provide information on sensory processing and advice on the use of sensory spaces that should be used for general purposes. The booklet can be accessed on the NCSE website: [www.ncse.ie].
262. Deputy Jen Cummins asked the Minister for Education and Youth her plans to support schools in the southwest inner city with mental health supports similar to the programme in the northeast inner city. [62403/25]
View answerThe area of wellbeing and the promotion of positive mental health is a priority for the Department of Education and Youth. This includes promoting emotional wellbeing and resilience and positive coping skills, which support children and young people to manage the complexities of modern life.
The department’s approach to supporting wellbeing and mental health is set out in its Wellbeing Policy Statement and Framework for Practice which can be found at the following link [Wellbeing in education (www.gov.ie)] and informs the department’s extensive and ongoing work in the area of student wellbeing. The departments approach is founded on research and best international practice of how schools can best support the wellbeing and mental health of children and young people. The approach proposed is a whole school and preventative approach which has multiple components that include:
- Providing children and young people with opportunities to build core social and emotional skills and competencies
- Providing children and young people with opportunities to experience supportive relationships within the school setting and to learn through those relationships
- Providing children and young people with opportunities to be part of a school environment and culture that feels both physically and psychologically safe
- Schools are encouraged to develop policies that create an environment in which children and young people feel a sense of belonging and connectedness, in which they feel their voice is heard, and they feel supported.
- Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs.
Policy implementation responsibility is coordinated by the Wellbeing Office which is situated within the National Educational Psychological Service (NEPS).
The National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary and special schools. The NEPS service provides access for all schools to:
- Psychological support in the event of a Critical Incident
- A Casework Service for individual children where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
- A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools and
- Ongoing access to advice and support for schools.
- NEPS teams offer training and guidance for teachers in the provision of universal and targeted evidence-informed approaches and early intervention to promote children’s wellbeing, social, emotional and academic development.
The following programmes of support are delivered to schools by NEPS nationally:
- FRIENDS Resilience: The evidence-based anxiety prevention and resilience building programmes for all schools. Over 1000 teachers have been trained each year by NEPS.
- Student Support Teams: Training and implementation support for post primary schools to review and develop their systems to support the wellbeing and welfare of all students
- Trauma Informed Practice: ‘Introducing a Trauma Informed Approach, the Stress Factor: Getting the Balance Right’ e learning and live webinars to all teachers.
- Responding to Critical Incidents eLearning Course: NEPS continue the roll out of critical incident training to all schools via an eLearning platform.
- Embracing Diversity includes looking at cultural and linguistic diversity, promoting inclusive practice in education, key psychological constructs such as bias, stereotyping and intersectionality, inclusive language and examples of good practice in schools.
- Welcome to our school: addresses how to support children and young people from international backgrounds, adopt key psychosocial principles (the Hobfoll principles) effective at addressing the wellbeing needs of those impacted by a traumatic event.
- Reluctant School Attendance and school avoidance behaviours: How to support Children and young people who display reluctant attendance and school avoidance behaviour.
A dedicated wellbeing portal has also been developed and is now available, bringing together all the wellbeing supports and resources that have been developed by the Department and the Department’s support services, which are available to view[ here] on gov.ie - Wellbeing in education.
Social, Personal and Health Education (SPHE) is a mandatory part of the Primary and Junior Cycle curriculum, which provide vital opportunities for the development of children’s wellbeing in the physical, social, emotional and intellectual domains.
An updated Junior Cycle SPHE specification was published by the National Council for Curriculum and Assessment (NCCA) in May 2023 and was rolled out for first years in all schools from September 2023. The updated Junior Cycle specification provides clear direction on the knowledge, skills, and dispositions that all students should gain during the three years of junior cycle SPHE.
An updated Senior Cycle specification was approved and published in September 2024. Schools have until September 2027 to introduce the specification for students entering fifth year of the Leaving Certificate Established programme, to accommodate the necessary planning and preparatory work.
An updated Primary Wellbeing curriculum has recently been published. The aims of the Wellbeing specification empower each child to thrive, now and in the future. It provides them with the necessary knowledge, skills, concepts, dispositions, attitudes and values to lead active, healthy and fulfilling lives to the best of their ability.
The Counselling in Primary Schools Pilot has two strands and works to support children’s wellbeing and mental health in schools. Strand 1 sees direct counselling supports being provided to primary schools for the first time. My Department set up county panels of pre-approved private counsellors providing one-to-one counselling in primary schools in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary.
In October 2024, my Department announced the extension of Strand 1 of the Counselling in Primary Schools Pilot to 61 urban DEIS primary schools in Dublin South-West and North Dublin. The schools that will now be included in the pilot have been identified by the Department of Education as supporting children from areas with some of the highest levels of disadvantage in the State. In the 2024/2025 school year, 56 children in Dublin South-West and North Dublin received counselling supports under the pilot. There are currently 9 counsellors on the panel for these areas.
Strand 2 involves the introduction of Education Wellbeing Teams to provide enhanced in-school supports for a cluster of primary schools in Cork, Carlow, Dublin 7 and Dublin 16. To date, 20 Education Wellbeing Practitioners have been recruited to the four cluster areas. The supports being offered are to pupils, parents, and school staff to support the wellbeing and resilience of the school community.
The pilot is being externally evaluated by the Centre for Effective Services, who were the successful bidder following a competitive tendering process. Through this evaluation we are confident that we will gather valuable learning that will inform future policy and provision in this area.
At post-primary level students have access to counselling which is a key part of the role of the Guidance Counsellor, offered on an individual or group basis as part of a developmental learning process, at moments of personal crisis but also at key transition points [Guidance].
Also at post primary a Student Support Team is a student-focused mechanism put in place by a school in order to co-ordinate the support available for students in the school and to facilitate links to the community and other non-school support services.
Jigsaw, in partnership with the National Educational Psychological Service (NEPS)/Department of Education & Youth, provides a comprehensive suite of mental health and wellbeing resources, training and programmes for post-primary schools through Neart. Neart supports schools to provide learning opportunities for students to promote mental health and wellbeing, as well as mental health webinars and eLearning courses for school staff, Student Support Teams and parents. A full outline of all Neart supports and resources on offer for the 2025/26 academic year is available here [Neart Programme Areas 2025-2026].
Additionally, I was pleased to announce details of a total €13.1 billion investment in education and in youth services in Budget 2026 – an almost 7 per cent increase on last year and includes two key commitments in this area:
- €48 million full year cost to implement a new DEIS Plus scheme, commencing in September 2026 to support pupils and students with the highest risk of educational disadvantage and at risk of educational disadvantage in both DEIS and non-DEIS schools through a new DEIS plan. A new DEIS Plan will aim to narrow the performance gap between DEIS and non-DEIS schools and introduce innovative solutions to tackle disadvantage
- €16 million to continue the roll out of school therapy within special schools and extend it into mainstream schools. This will help to ensure all children and young people have access to essential speech and language and occupational therapy in a timely manner
The DEIS programme is a key policy of government to tackle concentrated educational disadvantage at school level.
My department is investing over €180 million annually to provide additional?supports?to almost 1,200 schools in the DEIS programme. Budget 2026 allocates an additional €16 million in 2026, rising to €48 million annually from 2027, to support the implementation of a new DEIS Strategy and introduce a new DEIS Plus scheme, commencing in 2026.
As Minister, I am determined to close the performance gap between DEIS and non-DEIS schools and introduce more innovative solutions to tackle educational disadvantage. Part of delivering this objective will be the introduction of a new DEIS Plus scheme. The DEIS Plus scheme will provide additional resources to schools with the very highest levels of need.
To inform the development of the DEIS Plus scheme, I have established a design advisory group with principals, Home School Community Liaison and School Completion Programme coordinators who work every day with children and young people from areas of high inter-generational disadvantage. My department is also intensifying its engagement with other government departments and agencies, the education partners, and stakeholders across the education sector to develop the DEIS Plus scheme. The details of the DEIS Plus scheme are currently being finalised.
Before the end of the year, I will publish a new DEIS Strategy setting out my department’s overall approach to tackle educational disadvantage. This will include details of the DEIS Plus scheme.
263. Deputy Jen Cummins asked the Minister for Education and Youth the resources which will be needed to expand counselling and primary schools pilot programme for strand one and two. [62404/25]
View answerThe Department of Education and Youth is committed to supporting the emotional wellbeing of our children. In 2023, the department established a €5 million pilot programme of Counselling and Mental Health supports for primary schools. The pilot received additional funding in subsequent budgets, which will now run until June 2026. The Counselling in Primary Schools Pilot consists of two strands.
Strand 1 is the provision of one-to-one counselling to support small numbers of children in schools in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary. The Department of Education and Youth have created panels of pre-approved private counsellors to provide counselling under the pilot and there are currently 43 counsellors available to work in these areas. In the 2023/2024 school year, more than 2,800 counselling sessions took place and I am pleased to inform you that 371 children availed of counselling. In the 2024/2025 school year, more than 6,200 counselling sessions took place and 752 children availed of counselling supports. Counselling blocks have been allocated to schools in these counties for the 2025/2026 school year and counselling supports continue to be provided under the pilot.
In October 2024, my department announced the extension of Strand 1 of the Counselling in Primary Schools Pilot to 61 urban DEIS primary schools. These schools, in Dublin North City and Dublin South-West, have been identified by the department as supporting children from areas with some of the highest levels of disadvantage in the State. In the 2024/2025 school year, over 400 counselling sessions have taken place and 56 children have availed of counselling provision in these areas. Counselling blocks have been allocated to schools to these schools for the 2025/2026 school year and counselling supports continue to be provided under the pilot.
Strand 2 of the pilot is the establishment of Education Wellbeing Teams to support 77 schools in cluster areas in Cork, Carlow, Dublin 7 and Dublin 16. To date, 20 Education Wellbeing Practitioners have been recruited. The focus of the support provided is on strengthening whole-school preventative approaches. This includes the provision of psycho-educational support for parents and teachers and the provision of early intervention on an individual and group basis to children with mild to emerging need using low-level therapeutically informed approaches.
The pilot is currently being externally evaluated by the Centre for Effective Services. It is anticipated that an evaluation report will be completed by the end of 2025. Through this evaluation the department are confident that valuable learning will be gathered that will inform future policy and provision in this area.
264. Deputy Jen Cummins asked the Minister for Education and Youth her plans to ensure all schools in Dublin south central are prepared and equipped for leaving cert reform especially, in STEM subjects. [62405/25]
View answerI am committed to Senior Cycle Redevelopment and the implementation of the programme of work involved. The redevelopment of Senior Cycle is guided by the vision of a Senior Cycle that delivers “equity and excellence for all”.
The importance of ensuring equity of access and opportunity, and adequate support to teachers and schools implementing Senior Cycle Redevelopment, across all senior cycle programmes, is a shared objective.
In September, the first tranche of new and revised Leaving Certificate Established subjects, which includes three science subjects, Biology, Chemistry and Physics, was introduced in schools for fifth year students.
A robust package of supports, including those developed through extensive negotiations with both post-primary teachers’ unions, is in place to ensure schools and teachers are fully equipped to deliver on this ambitious programme.
As part of the published Implementation Support Measures package, I have committed to not only effectively doubling the current Physics and Chemistry subject grant but also expanding it to cover Biology and Agricultural Science as well. The grant will be increased from €13 to €25 per student per (qualifying) subject. This will equate to almost €3 million in annual grants to schools. The Science Support Grant 2026 will be paid to schools in January 2026, earlier than the previous norm of a June payment date. The grant will be paid in January each year from then on.
In December 2024, details of a Science Implementation Support Grant to support schools with the rollout of revised Senior Cycle science subjects were announced. Under this grant, all schools in the free scheme received additional funding with a minimum base payment of €13,000 up to a maximum of €22,000, with a further 10% uplift in the grant level for DEIS schools. Schools were given the autonomy to use this additional funding in a way that best suits their school and apply it to their locally identified Science needs.
My Department will continue to support the provision of science laboratories, as required, through the school building programme. Additionally, upgrading of science laboratory facilities is a dedicated and specific works category within my Department’s climate action summer works scheme.
All Phase One schools in the free scheme offering the new subjects will receive an annual Implementation Support Grant of €50 per student. Schools offering the new Drama, Film and Theatre Studies subject will be supported with the provision of the appropriate technical equipment and will have access to a streaming media service with all prescribed materials. Schools offering the new Climate Action and Sustainable Development subject will receive a once-off grant of €5,000 to establish the subject department in their school.
Additional middle management posts for schools are also part of the package of measures being introduced to support the redevelopment of Senior Cycle.
The redevelopment programme is accompanied by a robust framework of teacher professional learning (TPL) provided by Oide. Already, approximately 31,000 school leaders and teachers have received their whole-school day focused on Senior Cycle Redevelopment.
Four sample examination papers (two at Higher Level, two at Ordinary Level) in each of the Tranche 1 subjects, totalling 72 papers including Irish language versions, were published by the SEC in April 2025. This represents a much earlier provision of these resources than previous practice when new or revised specifications were introduced.
Oide provided a series of webinars focused on the sample examination papers for all Tranche 1 subjects. Those webinars, designed in collaboration with the SEC, were provided over a two-week period from April to May and attended by over 5,000 subject teachers.
A sample brief for the Additional Assessment Components (AACs) in each of the Tranche 1 subjects have been published by the SEC, and a live brief for the AACs in all relevant Tranche 1 subjects will be issued in January 2026.
Teacher professional learning on Tranche 1 subjects, which commenced in Autumn 2024, is continuing in Autumn 2025. This includes a focus on the Additional Assessment Component brief as well as sample examination papers.
Oide is also providing professional learning relevant to SCR on Transition Year and the introduction of the Level 1 and 2 Learning Programmes.
In Budget 2026, some €19 million of additional funding is being provided for the continuation of important curricular development and related teacher education. This includes support for up to 800 additional posts of responsibility, along with a range of other planned enhancements in the teaching and learning experience in our schools.
The published Budget documentation sets out funding for key measures and actions agreed for the coming year. The final allocation of funding for the Department for 2026 will be set out in the 2026 Revised Estimates Volume (REV) which is due to be published later this year. Further details on the 2026 allocations for the Department will be available after the 2026 REV process is complete.
265. Deputy Séamus McGrath asked the Minister for Education and Youth to provide an update on the appeal to retain a teacher at a school in County Cork (details supplied); and if she will make a statement on the matter. [62433/25]
View answerTeaching allocations are determined by the enrolment of the school on the previous 30 September. This process enables the Department to have in place the necessary measures to assess the accuracy of returns and thereby strengthen the integrity of the resource allocation process and the equitable treatment of schools, whilst ensuring that publicly funded resources are properly allocated.
The staffing arrangements include a provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts in advance of the school year, using projected enrolment.
The staffing process also contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board.
Cloughduv NS applied for a “projected enrolment” post in respect of the 2025/26 school year. This was granted provisionally, on the basis that the school would achieve an enrolment of 169 on 30 September 2025. Schools that are allocated these temporary posts are informed that they may fill the temporary post for September and October, but that if the required enrolment is not achieved, the post will be suppressed at the end of October. The enrolment in the school on 30 September was 166, 3 short of the requirement.
The school appealed to the Independent Appeals Board, however, the decision of the Board on 20 October was to not grant the appeal post. The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
The staffing of Cloughduv NS will remain as it was during the 24/25 school year. The provisional post granted was an additional post, not one that the school already had. As such, the school is retaining its core teaching numbers.
266. Deputy Malcolm Byrne asked the Minister for Education and Youth the number of cases of intimate image abuse that have been reported by schools to her Department since the enactment of Coco's law; if any of these involved deepfakes; and if she will make a statement on the matter. [62441/25]
View answerSchools are not obliged to report cases of intimate image abuse to my Department. Under Coco's Law, such cases should be reported to An Garda Síochána. In addition, where there is a child protection concern arising from a case of intimate image abuse, this should be reported to Tusla as set out in the Child Protection Procedures for Schools 2025.
My department has embedded online safety and digital harm considerations across procedures and guidelines for schools.
The Child Protection Procedures for Schools 2025 integrate both Coco's Law and the Online Safety and Media Regulation Act 2022, requiring schools to address online safety explicitly in their Child Safeguarding Statement and risk assessment.
In addition, the updated anti-bullying procedures, Bí Cineálta, came into effect from the start of the 2025/26 school year and specifically address cyberbullying, sexual harassment and related behaviours, noting that such conduct can constitute criminal behaviour requiring Garda investigation.
Through the Digital Strategy for Schools, my Department funds Webwise, the Internet Safety Awareness Centre, to provide age-appropriate curricular resources including the lesson "What is Coco's Law?" for 3rd to 5th year students. Students will understand that their online actions have consequences for both themselves and others and that they are accountable for their actions. Students will feel empowered to speak up about online sexual harassment and know where to go for help if it occurs ([www.webwise.ie/lockers/cocos-law-lesson/]).
Webwise has also developed the online cyberbullying course for teachers Understanding, Preventing and Responding to Cyberbullying – New Supports for Teachers. This course which seeks to inform teachers and school leaders about cyberbullying and outlines a school’s role in relation to creating an anti-cyberbullying culture and promoting student wellbeing including online wellbeing. Topics explored include Coco’s Law and other relevant legislation, engaging parents, addressing incidents, prevention and awareness, etc. The course aims to provide both primary and post-primary teachers with the knowledge, resources and confidence needed to teach about cyberbullying and deal with cyberbullying incidents as they arise.
267. Deputy Malcolm Byrne asked the Minister for Education and Youth the number of students who availed of July special provision during Summer 2025; the requirements to qualify; if there are plans to expand the scheme; and if she will make a statement on the matter. [62442/25]
View answerDetails of the 2025 Summer Programme were published on the 13th of February 2025. For this year’s programme, funding of €62 million was secured in Budget 2025. The level of funding this year represents a 55% increase on the funding previously provided and all of this funding will be utilised to meet the needs of our most vulnerable children.
All schools have an opportunity to run a programme for those children who need it the most. These children can continue to be supported, nurtured and encouraged to engage in a fun and inclusive educational setting.
The main priority again in 2025 is ensuring that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
Since 2019, the Summer Programme has gone from strength to strength. In 2024, over 1,600 schools and more than 59,000 children took part in the Summer Programme. This is compared to the more than 300 schools and 13,000 children who took part in 2019. In 2025, over 1,800 schools have registered to run more than 2,000 individual summer programme schemes. It is anticipated that the number of children taking part in these schools will be even higher again this year, continuing the positive upward trend in participation seen in previous years. Final participation figures for the 2025 Summer Programme will only be available after all claims have been submitted and processed.
The Summer Programme is reliant on schools and their staff choosing to participate on a voluntary basis. To encourage schools to run a Summer Programme, a range of supports and measures have been introduced. For special schools, these include a bespoke pilot programme, a national coordinator, a shorter school day and additional grant funding. For all schools, supports include key leadership roles, higher personal rate of pay for staff, enhanced capitation, a transport grant and earlier staff payments.
This year, the Department of Social Protection and the Department of Education have partnered together in a pilot project designed to combat holiday hunger. Schools who are eligible to avail of the School Meal Programme during school term are able to make meals available during this year's Summer Programme. This will help to alleviate the costs for schools associated with running a Summer Programme and for parents. It will also be in addition to the other supports and measures already in place.
All the supports and incentives introduced, both in 2025 and in previous years, have been developed and designed to increase participation by allowing all schools (Primary, Special and Post Primary) to provide the Summer Programme. These measures are aimed at maximising the number of children who can participate in a school-based programme with a specific focus on ensuring children with the most complex needs receive the targeted support.
Despite these measures and incentives, it is a matter for schools to decide if they wish to run a school-based programme. Where a school-based programme is not being run or a place is unavailable, the Home-based Programme is available for those children with complex special education needs.
The Department’s ultimate goal remains to ensure that every child with special educational needs continues to be supported both in school and on the Summer Programme. The Summer Programme plays a vital role in achieving this and we are committed to expanding the programme’s reach and impact each year so that every child can benefit.
The Department wishes to sincerely thank teachers and SNAs who participate in the Summer Programme.
268. Deputy Malcolm Byrne asked the Minister for Education and Youth the subject areas that are currently identified where there are staff shortages at second level; the measures in place to address this; and if she will make a statement on the matter. [62443/25]
View answerThis Government is fully committed to ensuring that every child has a positive school experience, with access to qualified and engaged teachers who are dedicated to supporting their learning.
There are more qualified teachers than ever working in schools with analysis of payroll data from March showing over 79,000 teachers employed nationwide in our schools including 36,000 in post-primary schools. This analysis found that over 98% of post-primary allocated teaching posts were filled nationwide. Additionally, research undertaken in 2024 found the following subjects that had vacant teacher posts: Gaeilge (55.7), maths (52.8), home economics (31.5), English (19.2) and engineering (10.5). It was found that all other subjects had less than 10 vacant teacher posts.
As with other sectors, recruitment challenges exist in some schools. To address teacher supply and retention issues, my Department has implemented several measures that have led to:
• an increase of 20% in Initial Teacher Education graduates (student teachers) between 2018 and 2023, and over 30% increase in the number registered with the Teaching Council since 2017, and
• between 2018/19 and 2024/25, through record investment by Government, the number of teaching posts has increased by 11,752 with 5,886 (20.7%) in post-primary
A range of targeted measures have been introduced to address teacher supply including the approval of revised Teaching Council registration regulations which allow teachers who qualified outside the State to undertake their induction in the State for a time-limited period up to 31 December 2027. This measure reinstates a facility that proved valuable during previous years in addressing teacher supply pressures.
Earlier this year, I also announced measures to help teachers to gain permanent roles more quickly. My Department is working on the implementation of this measure.
A number of measures have been introduced to increase teacher supply in specific subjects including:
• introduction in Budget 2025 of a €2,000 bursary for student teachers in STEM fields, payable in the final two years of their undergraduate programme, in exchange for a two-year teaching commitment. Work has begun on the implementation of this initiative, which aims to increase the number of STEM subject teachers available to post-primary schools,
• expansion of upskilling programmes: registered post-primary teachers, regardless of employment status, can avail of free upskilling programmes, including in Irish, foreign languages and STEM subjects. These flexible programmes boost teachers’ employment opportunities while addressing subject-specific teacher shortages. New programmes in Irish, French, politics & society, and computer science commenced in 2025, with over 160 teachers registered on these programmes and complement existing programmes in maths, physics, and Spanish,
In addition to the Irish upskilling programme, a range of teacher education actions are funded by the department under the Policy on Gaeltacht Education to increase the supply of teachers available to teach effectively through the medium of Irish in Gaeltacht and Irish-medium schools.
Two seconded teachers and COGG bursaries have been provided to support the Máistir Gairmiúil san Oideachas (Irish-medium PME for post-primary teachers) in the University of Galway since 2017. 55 students are enrolled in this programme in the 2025-2026 academic year.
Funding is provided for an M.Ed. in Irish-medium and Gaeltacht Education for practicing teachers and school leaders and this programme is currently being delivered by Trinity College Dublin. 48 students are enrolled on this programme for the current academic year.
The Department continues to promote the teaching profession through development of the Teaching Transforms campaign, which promotes the teaching profession and encourages students to follow a career in teaching. Promotion campaigns have been developed to coincide with the CAO closing date and change of mind deadline in recent years.
My Department is developing a strategic workforce plan for the school workforce which includes a project lead by UNESCO incorporating feedback from stakeholders to develop a strategic workforce plan for teachers. A report from UNESCO with recommendations is due in Mid 2026.
These measures reflect the commitment to ongoing investment in the education system to address teacher supply. he measures are designed to ensure a steady flow of qualified teachers, including in high demand subjects, into the profession.
Teaching is an attractive career choice:
• 1,781 newly qualified post-primary teachers registered with the Teaching Council in 2025 and over 126,000 in total now on the register.
• An analysis of CAO applications spanning from 2017 to 2024 indicates a sustained and robust demand for undergraduate teaching programmes. On average, 6% of first preference applications during the period from 2017 to 2024 were for either primary or post-primary teaching programmes. First preference data from the CAO published for February this year showed increases in post-primary of 5%.
• Teacher’s pay has increased significantly in recent years with a new entrants’ current rate of €46,448 for post-primary teachers. Over 75% of new post-primary teachers are employed full-time and 93% of teachers with 5+ years’ experience hold permanent full-time or pro-rata contracts.
My Department frequently consults and engages closely with stakeholders on issues such as teacher supply through industrial relations forums, sectoral meetings, and direct discussions with teacher unions. I will continue to consider further measures to strengthen the teaching workforce and ensure that schools have the support needed to provide an excellent education for every student.
269. Deputy Malcolm Byrne asked the Minister for Education and Youth to provide an update on the Department's plans to make school sports facilities more available to the wider community. [62444/25]
View answerInvestment and expenditure on sports facilities in both primary and post-primary schools is an element of the overall expenditure and investment in the School Building Programme. Practically all schools have outdoor play areas and many schools use adjacent local community facilities. The provision of outdoor play areas form part of the accommodation brief for all new school buildings or where a major building or refurbishment project is being delivered for an existing school. Co-operation between schools and local sporting organisations in sharing their sporting facilities provides opportunities to apply for sports grants including the Sports Capital Grant administered by the Department of Culture, Communications and Sport. The provision of capital funding for outdoor recreation facilities is just one way in which we support increased physical activity. The redeveloped primary curriculum specification for physical education extends the time available for PE with a particular emphasis on community partnerships and the use of the outdoor environment generally.
Since 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,300 school building projects. 111 of these were large scale school projects all of which would have included extensive accommodation including outdoor play areas. In July, the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. All Government departments are expected to publish their sectoral NDP Implementation Plans in November. My department’s plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
Funding will also be invested to support curricular delivery and well-being across schools by prioritising the development of Physical Education halls and sporting facilities including yards and play areas for schools in conjunction with the Sports Capital Fund to deliver for both schools and communities.
My Department's Climate Action Summer Works Scheme provides a mechanism for school authorities to make small-scale improvements to school buildings and also the schools external areas such as outdoor play areas. The first tranche of approvals under this Scheme is due to be announced shortly. Schools can also use their minor works grant to upgrade outdoor play areas while repairs to existing areas may be considered under the department’s Emergency Works Scheme.
270. Deputy Ruth Coppinger asked the Minister for Education and Youth if classes can be sanctioned for autistic children for a school (details supplied); and if she will make a statement on the matter. [62451/25]
View answer279. Deputy Denise Mitchell asked the Minister for Education and Youth if she will sanction additional autism classes at a school (details supplied); if she will engage with the NCSE to increase the provision of autism classes and supports in the wider north Dublin area to match the increasing demands due to a growing large young population; if she will accept the request of a meeting with the school to discuss the matter; and if she will make a statement on the matter. [62551/25]
View answerI propose to take Questions Nos. 270 and 279 together.
My department and the National Council for Special Education (NCSE) have begun preparatory work in relation to planning for the provision of further new special class and special school places for the 2026/27 school year and beyond.
As you are aware parents were asked to notify the NCSE of their requirement for a special class for the 2026/27 school year by 1 October 2025. The NCSE is now collating and assessing the information gathered through this notification process. Once complete the NCSE will be in a position to engage with schools across the country to open new special classes.
In order to ensure new special classes can open as quickly as possible the NCSE prioritise working with medium and larger primary schools who do not already have a special class and have available accommodation to accommodate new special class. This approach maximises the use of existing space which can be reconfigured efficiently while also ensuring that new provision continues to be established. It also increases number of schools with special classes providing parents with greater choice and reducing the distances that some children are travelling to access a special class place.
However, as in other years where schools have no available accommodation, particularly at post-primary level and there is known demand in a local area, my department will continue to provide additional classroom accommodation to provide necessary places.
The NCSE will also have due regard to any vacant places in existing special classes in an area and any places that will be become available through the normal movement of children leaving primary or post-primary school.
The school referred to by the Deputy already has 3 special classes and any school willing to open further new special classes is to be commended.
The NCSE will assess what additional provision is required in local areas and what schools have capacity to accommodate required provision. My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
271. Deputy Ruth Coppinger asked the Minister for Education and Youth her intention to provide a written agreement to the survivors of industrial schools, and a definitive timeline for when their demands will be met; and if she will make a statement on the matter. [62452/25]
View answerThe Taoiseach and I met with the group in question again on Monday 10 November. This followed on from previous meetings held and the mediation process that had been put in place. We further discussed the issues of concern to the survivors and noted progress that had been made in seeking a resolution. The group was provided with a letter from the Taoiseach which outlined the position.
Following this the group agreed to cease their hunger strike protest and to use the mediation process to work through the detail on outstanding issues. The aim is to conclude that process as soon as possible.
272. Deputy Louise O'Reilly asked the Minister for Education and Youth the provisions which have been made to ensure that agencies, organisations and charities funded by her Department will meet their obligations under the new AE scheme. [62467/25]
View answerThe Department of Education and Youth welcomes the upcoming commencement of the Auto-Enrolment Retirement Savings System in January 2026, which will be administered by the National Automatic Enrolment Retirement Savings Authority (NAERSA).
Responsibility for employer compliance with the scheme lies with NAERSA. Revenue, will provide payroll data to NAERSA who will then use this in identification and enrolment of eligible employees.
Employers will be required to complete their profile on the MyFutureFund employer portal using their Revenue Online Services (ROS) credentials before January 2026 to ensure they are compliant with their obligations under the legislation. They must ensure that their payroll systems are capable of calculating and submitting contributions, and that employee contributions are matched in accordance with the scheme’s requirements.
It is important to note that all employers, to comply with the legislation underpinning MyFutureFund, regardless of their status or funding arrangements. This also includes where employees are on short term contracts or working multiple part-time jobs.
As part of the 2026 Budgetary process, additional funding has been provided to support auto-enrolment costs arising in organisations funded through the Department. This funding will be allocated across the education and youth sectors as part of the Revised Estimates process.
273. Deputy Louise O'Reilly asked the Minister for Education and Youth for a breakdown of every agency, not-for-profit organisation, charity or service provider directly funded by her Department; and the details of each specific directly funded post in each body, in tabular form. [62472/25]
View answerI am attaching a list of the bodies under the aegis of my Department and a list of the organisations recorded on the financial management system of my Department as having charitable status that are in receipt of direct funding from my Department. The system does not record payees as being not-for-profit organisations and it is, therefore, not possible to provide information in relation to this.
My Department does not hold information in respect of directly funded posts in charities or not for profit organisations. Details of staff employed in bodies under the aegis of my Department will be supplied directly by the bodies to the Deputy.
CHARITIES:
|
ABILITY WEST |
|
ARDEE CONCERT BAND |
|
ASSOCIATION OF COMMUNITY AND COMPREHENSIVE SCHOOLS |
|
BANNA CLUAIN MEALA |
|
BELONG TO YOUTH SERVICES |
|
BROTHERS OF CHARITY SERVICES CLARE |
|
BROTHERS OF CHARITY SERVICES GALWAY |
|
BROTHERS OF CHARITY SERVICES IRELAND WEST REGION |
|
BROTHERS OF CHARITY SOUTHERN SERVICES |
|
CHILDVISION LIMITED |
|
COMBINED SERVICES THIRD WORLD FUND |
|
COPE FOUNDATION |
|
CRAOBH OSRAI COMHALTAS |
|
CROSS BORDER ORCHESTRA OF IRELAND |
|
CULLEN PIPE BAND |
|
DAUGHTERS OF CHARITY DEVELOPMENT CENTRE DUBLIN |
|
DUBLIN CHORAL FOUNDATION CLG |
|
DYSLEXIA IRELAND |
|
EDMUND RICE TRUST LTD |
|
ENNIS BRASS BAND |
|
FERMOY CONCERT BAND |
|
FIGHTING WORDS |
|
GAISCE - THE PRESIDENTS AWARD |
|
HEANET |
|
IRISH ARCHITECTURE FOUNDATION |
|
IRISH GUIDE DOGS FOR THE BLIND |
|
IRISH PIPE BAND ASSOCIATION |
|
IRISH PRIMARY PRINCIPALS NETWORK |
|
IRISH SCIENCE OLYMPIAD |
|
JIGSAW |
|
KERRY TRAVELLERS HEALTH AND COMMUNITY DEVELOPMENT PROJECT |
|
LEARGAS |
|
MUSIC GENERATION |
|
NABMSE |
|
NALA |
|
NATIONAL ASSOCIATION FOR THE DEAF |
|
NATIONAL IRISH SAFETY ORGANISATION |
|
NEWBRIDGE VTC - KARE |
|
NEWTOWNMOUNTKENNEDY COMMUNITY CENTRE LTD. |
|
NORTHSIDE PARTNERSHIP LTD |
|
ORDER OF MALTA |
|
PRESENTATION BROTHERS SCHOOL TRUST |
|
PUBLIC SERVICE FRIENDLY SOCIETY |
|
SISTERS OF CHARITY |
|
SOCIETY OF THE HOLY CHILD JESUS |
|
SPRAOI AGUS SPORT FAMILY CENTRE CLG |
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ST AGNES COMMUNITY CENTRE FOR MUSIC AND THE ARTS |
|
ST GABRIELS CENTRE |
|
ST HILDAS SERVICES |
|
ST RAPHAELS VTC |
|
STATISTICAL AND SOCIAL INQUIRY SOCIETY OF IRELAND |
|
STEWARTS CARE LIMITED |
|
THE SANCTUARY |
|
WATER SAFETY IRELAND |
|
YOUNG SOCIAL INNOVATORS LTD |
|
YOUTH WORK IRELAND |
AEGIS BODIES:
|
An Chomhairle um Oideachais Gaeltachta agus Gaelscolaíochta (COGG) |
|
Educational Research Centre (ERC) |
|
National Council for Curriculum and Assessment (NCCA) |
|
State Examinations Commission (SEC) |
|
Teaching Council |
|
National Council for Special Education (NCSE) |
|
CARANUA - Residential Institutions Statutory Fund |
|
The Commission to Inquire into Child Abuse |
|
Residential Institutions Redress Board (RIRB) |
|
Residential Institutions Review Committee (RIRC) |
274. Deputy Ruth Coppinger asked the Minister for Education and Youth the number of deaf children and deaf parents currently known to Tusla; the measures in place to ensure they receive accessible, culturally informed support; and if she will make a statement on the matter. [62485/25]
View answerTusla Education Support Service (TESS) is under the remit of my Department
My Department has been informed by Tusla that it does not compile statistics on the number of deaf children and deaf parents it engages with each year.
TESS receives referrals from recognised schools. The local Educational Welfare Officer (EWO) works alongside school personnel, children and young people and their families to address issues which may be impacting on the child or young person’s school attendance.
TESS also supports deaf children and young people and their families who are experience school attendance problems. In instances where children and/or parents are deaf, EWOs can request the support of a sign language interpreter if required. Parents who are deaf are regularly supported by deaf advocacy organisations during meetings with TESS staff.
The recent joint Department / TESS national multimedia school attendance online advertising campaign included ISL interpretation.
275. Deputy Ruth Coppinger asked the Minister for Education and Youth further to Parliamentary Question No. 816 of 4 November 2025, the number of schools who have mechanical ventilation heat recovery systems installed; and if she will make a statement on the matter. [62488/25]
View answerMy Department published the School Sector Technical Climate Action Roadmap 2023 to 2030 – ‘Making the Transition to Net Zero in Our Schools’ in July 2023. This included the decarbonisation of new school building projects entering design:
‘All new school building projects commencing or at early design scope under the School Building Programme will as part of the project decarbonisation strategy develop and deliver renewable heating to meet 90 % of annual heat load demand, supported by high efficiency mechanical ventilation heat recovery (MVHR) and cost optimum solar photovoltaic provision and electric vehicle charging’.
Since 2023 Mechanical Ventilation Heat Recovery (MVHR) has been therefore incorporated within the design of new build and large-scale school extension projects across my department’s capital delivery programmes which includes ADAPT, Design & Build, Major Devolved and deep retrofit projects being delivered under the Departments EURepower Programme. There are currently 38 new schools in construction with completions due in 2025 and 2026, a number of which include MVHR.
276. Deputy Shane Moynihan asked the Minister for Education and Youth if she will report on the use of a standardised marking distribution also known as a bell curve for Irish as is used in English and maths standardised tests. [62490/25]
View answerAt primary school level standardised testing must be carried out on an annual basis at 2nd, 4th and 6th class as follows:
• English-medium schools are required to implement standardised testing in English reading and Mathematics
• Irish-medium schools are required to implement standardised testing in Irish reading, English reading and Mathematics
Aggregate results for each school are returned to the Department. The Department does not release the data collected from standardised testing at primary level.
The Drumcondra tests are standardised tests developed by the Education Research Centre (ERC) to assess pupils’ achievement in Irish reading, English reading, Mathematics. The tests are based on Ireland’s curriculum and have been administered to a representative sample of our school population in order to generate a ‘bell curve’ of results. A child’s test score in a particular subject area gives an overall estimate of their achievement relative to the spectrum of achievement of all pupils in Ireland at that grade level. For example, if a child scores in the “average” range on a test (STen 5 or 6), we estimate that their achievement is broadly in line with the national average.”
Please note that the “bell curve” referred to here is the expected outcome where we have a sample of many pupils and where those pupils see many questions. The distribution is not imposed on results by the Centre in the creation of norms. In some tests, in smaller populations, the results may be non-normal (or not following a “bell curve”). However, this is the exception.
Information about the Drumcondra Tests can be found at [ERC Drumcondra Tests – Educational Research Centre – Foras Taighde ar Oideachas] (www.erc.ie/erc-drumcondra-tests/).
FAQs for Parents ([Test Administration FAQs | ERC Test Department]) (www.tests.erc.ie/parent-faqs).
277. Deputy Séamus McGrath asked the Minister for Education and Youth for an update on a new primary school for Carrigaline, County Cork (details supplied); the stage this project is currently at; the remaining stages; and estimated timeline for construction.; and if she will make a statement on the matter. [62512/25]
View answerThe major project for the school referred to by the Deputy is currently at Stage 1 – preliminary design (assessment of site and location suitability and initial sketch scheme).
As part of the Stage 1 process the Design Team submit a Stage 1 Report to my Department. A preferred design option, including the scope and extent of works to be carried out form part of this report.
At the Stage 1 stakeholders meeting it was agreed that the Design Team would explore further design layout options and prepare a Stage 1 Addendum Report.
The Stage 1 Addendum Report has been received and is currently under review by Department officials.
In July the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs. It is planned that circa 80 school building projects will progress to construction across 2026 and 2027 as part of a 2-year rolling programme.
All Government departments are expected to publish their sectoral NDP Implementation Plans in November. My department’s plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
278. Deputy John Connolly asked the Minister for Education and Youth when the Stage 1 review meeting will be held for the development of a new school (details supplied); and if she will make a statement on the matter. [62521/25]
View answerThe joint major building project for the school referred to by the Deputy is currently at an early stage of architectural planning - Stage 1 – Preliminary Design, which includes an assessment of the site and location suitability, and initial sketch scheme. This project is being delivered as part of the Departments ADAPT Programme.
The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The project brief is for the delivery of 2 new replacement 24 classroom primary schools and classrooms for pupils with special educational needs, at the existing site in Renmore, the demolition of the existing buildings, and removal of the current temporary accommodation.
The Stage 1 site assessment and proposed design options were under review by the Design Team. The Design Team had also conducted a further review of all decant options within the red line boundary of the current school and have submitted a Stage 1 Addendum report to my Department for consideration.
Upon completion of the review, my Department will advise both schools and their design team regarding project progression.
It will not be possible to provide a timeframe for the progression of the project to tender and construction stages until such time as the necessary statutory approvals have been secured.
In July the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs. It is planned that circa 80 school building projects will progress to construction across 2026 and 2027 as part of a 2-year rolling programme.
All Government departments are expected to publish their sectoral NDP Implementation Plans in November. My department’s plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
280. Deputy Gillian Toole asked the Minister for Education and Youth the results of recruitment campaigns by the Health Service Executive and National Council for Special Education for healthcare professional roles (details supplied), in tabular form. [62589/25]
View answerThe Education Therapy Support Service (ETSS) was established in June 2024 within the NCSE, comprising of 39 therapists, providing 2 strands of support, Regional Therapy and Sustained In-School Therapy. Officials from my department have engaged with colleagues in National Council for Special Education (NCSE) who provided the following details regarding recruitment.
|
Therapist Posts |
Number of posts |
|
Occupational Therapy Managers |
2 |
|
Speech and Language therapy Managers |
2 |
|
Senior Grade Occupational Therapists |
12 |
|
Staff Grade Occupational Therapists |
3 |
|
Senior Speech and Language therapists |
14 |
|
Staff Speech and Language therapists |
5 |
|
Total |
38 |
As outlined in the Education Plan and the Programme for Government, it is this government’s ambition to extend therapy supports within the education system.
It is anticipated that the ETS will commence in 45 special schools at a later stage in the 2025/26 school year will be supported by a panel of 90 therapists comprising of senior and staff grade. The NCSE is currently preparing a large-scale recruitment campaign which is anticipated to go live in the coming weeks. Further roll out of the service will occur on a phased basis.
Separately, my Department through Public Jobs recently concluded a recruitment campaign for educational psychologists and successful candidates are currently being appointed to the National Educational Psychological Service (NEPS).
My department would not hold information of recruitment campaigns carried out by Health Service Executive.
