Dáil Éireann Debate, Tuesday - 16 December 2025
436. Deputy Paul Lawless asked the Minister for Education and Youth the reason behavioural care needs have been excluded from the definition of complex needs and level 3 care needs; whether she will review this definition in consultation with practitioners and parents; and if she will make a statement on the matter. [71502/25]
View answerThe NCSE Guidelines for the Review of SNA Allocations 2025/26 issued to schools on the 12 September 2025. In response to concerns raised the NCSE subsequently published the Clarification Document to be read in accompaniment with NCSE SNA Guidelines .
The process for allocating SNAs has been in place since 2014 and has not changed this year. SNA allocations for the 2025/26 school year were notified to schools in June 2025. The NCSE continues to respond to increased demand for SNA support as is reflected growing SNA workforce which now numbers more than 23,000, an increase of 43% in the last 5 years alone.
The NCSE has written to all schools since the publication of the guidelines to clarify that a school can request a review at any time during the school year.
Circular 0030/2014 outlines that provision of SNA support should not be considered as a first response for the management of behaviour. SNA support should only be provided where behavioural management strategies have not been successful to date and where it is demonstrated how access to such support can assist with ongoing planning and intervention for the child. Schools are required to show evidence of the use of a variety of approaches to behaviour in all applications to the NCSE.
As has always been the case any school who has concerns about the level of their SNA allocation should contact their local special education needs organiser. The NCSE assesses the level of need within the school as a whole and this is critical to ensure that the care needs of the entire school are identified and that the school is resourced to meet this identified need.
I want to assure you that the department and the NCSE, take a child centred approach to policy and resource allocations with a view to ensuring that all children can attend and participate in school life.
