Written Answers Nos. 511-530
513. Deputy Danny Healy-Rae asked the Minister for Education and Youth for an update on the review to allow school bus drivers continue to drive after reaching 70 years-of-age (details supplied); and if she will make a statement on the matter. [3602/26]
View answerThe School Transport Scheme is a substantial national operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The retirement age for school bus drivers has been set by Bus Éireann at 70 years of age, which also applies to all Bus Éireann road passenger services.
The policy and criteria also apply to drivers nominated by private operators who operate services as part of the School Transport Scheme, provided they hold the requisite license and satisfy an annual medical examination until they retire at age 70.
Under the new Programme for Government, a commitment has been made to "Carry out an independent assessment on the feasibility of removing the exclusion of drivers aged over 70 from the School Transport Scheme".
There is ongoing engagement between the Department and Bus Éireann to advance this commitment as quickly as possible.
514. Deputy Ciarán Ahern asked the Minister for Education and Youth to list the roles within public or semi-State organisations under her Department that are excluded from the single public service pension scheme; the number of people employed in those roles, in tabular form; and if she will make a statement on the matter. [3615/26]
View answerThe Department does not hold the information requested by Deputy.
The Single Public Service Pension Scheme was introduced across the public service on 01 January 2013. In general, anyone employed in a pensionable post in the public service for the first time from that date is a member of the Scheme. It may also apply if you were a pensionable public service employee before 01 January 2013 and subsequently broke your public service employment by more than 26 consecutive weeks, unless availing of an approved form of leave.
515. Deputy Eoghan Kenny asked the Minister for Education and Youth when her Government colleagues were informed either by her Department or the NCSE on the allocation of the first tranche of special classes for academic year 2026/27; the reason her Department failed to provide a full list officially on 12 January, the day her own Government colleagues announced classes for their own constituencies; to provide the official documentation that her Department or the NCSE gave to Government Deputies to announce on their social media and local press; to provide clarity to parents across the country on the reason the announcement was done in this manner, and not officially for all elected politicians and citizens to see; and if she will make a statement on the matter. [3629/26]
View answerThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
Budget 2026 provides funding for a further 3,000 special class and special school places to be provided for the 2026/2027 school year. The NCSE last week formally sanctioned 168 new special classes in 159 schools across the country for the next school year 2026/2027. This is the first tranche of new special classes being sanctioned and is a number of months ahead of last year. Details of the new special classes are available on the NCSE website.
The confirmation of these new special classes follows months of direct engagement by the NCSE and my Department with school patron bodies, school management bodies and schools. As was the case in previous years, the sanctioning of new special classes was notified to government colleagues on Monday 12th January to align with the NCSE's direct communication with the relevant school authorities. The full list of newly sanctioned special classes was also published on the NCSE's website.
The NCSE expect to continue to sanction further new special classes over the coming weeks. The earlier sanctioning of these classes will provide clarity for parents and allow schools more time for the planning and establishment of new special classes.
Both Minister Naughton and I continue to meet with the NCSE and senior Department officials each week to track the progress being made on the provision of special education places for the coming school year 2026/2027 and beyond.
516. Deputy Mattie McGrath asked the Minister for Education and Youth if a school in west Tipperary will be approved for a second ASD class, as promised ahead of the 2025-2026 school year, but which did not happen (details supplied);; and if she will make a statement on the matter. [3630/26]
View answerThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.
The NCSE is undertaking analysis of information provided through the Parents Notify process which closed on 1 October to plot demand for special class places for the 2026/27 school year. The NCSE will also consider vacant places in existing special classes and places that will become available through the regular transition of children from primary to post-primary schools.
The NCSE have formally sanctioned 168 (105 primary and 63 post-primary) new special classes in 159 schools across the country for the next school year 2026/2027. This is the first tranche of new special classes being sanctioned and is a number of months ahead of last year. The NCSE expect to continue to sanction further new special classes over the coming weeks. The earlier sanctioning of these classes will provide clarity for parents and allow schools more time for the planning and establishment of new special classes. Details of the new special classes are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
517. Deputy Niamh Smyth asked the Minister for Education and Youth if she will address concerns raised in correspondence (details supplied); and if she will make a statement on the matter. [3631/26]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.
The NCSE is undertaking analysis of information provided through the Parents Notify process which closed on 1 October to plot demand for special class places for the 2026/27 school year. The NCSE will also consider vacant places in existing special classes and places that will become available through the regular transition of children from primary to post-primary schools.
The NCSE have formally sanctioned 168 (105 primary and 63 post-primary) new special classes in 159 schools across the country for the next school year 2026/2027. This is the first tranche of new special classes being sanctioned and is a number of months ahead of last year. The NCSE expect to continue to sanction further new special classes over the coming weeks. The earlier sanctioning of these classes will provide clarity for parents and allow schools more time for the planning and establishment of new special classes. Details of the new special classes are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.
As with other applications for support, it is important that those who come forward after the closing date are assured that they are not forgotten or excluded from the system.
I would like to stress that the NCSE will continue to support all children and young people made known to them after 1 October in their existing placement with appropriate supports. However, it is critical that the NCSE has as much local information as possible, as early as possible, to effectively plan what new provision is required.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
518. Deputy Jen Cummins asked the Minister for Education and Youth the way in which the Convention on Education and National Conversation will ensure that under represented voices for example, students with special educational needs, marginalised communities, rural stakeholders and so on are included meaningfully in its deliberations. [3680/26]
View answer519. Deputy Jen Cummins asked the Minister for Education and Youth the steps which will be taken to guarantee geographical diversity within the Convention on Education and National Conversation; and if she will make a statement on the matter. [3681/26]
View answer520. Deputy Jen Cummins asked the Minister for Education and Youth if she will provide a detailed working plan and timeline for the Convention on Education and National Conversation. [3682/26]
View answer521. Deputy Jen Cummins asked the Minister for Education and Youth her plans for when the Convention on Education and National Conversation recommendations are submitted to ensure they are implemented by her Department. [3683/26]
View answer522. Deputy Jen Cummins asked the Minister for Education and Youth if there will be a monitoring body or follow-up committee to track progress on implementation, including regular updates to the Houses of the Oireachtas and public. [3684/26]
View answer523. Deputy Jen Cummins asked the Minister for Education and Youth the date the Convention on Education and National Conversation will take place. [3685/26]
View answerI propose to take Questions Nos. 518, 519, 520, 521, 522 and 523 together.
As the Deputy is aware, last July it was announced that a National Convention on Education would be established, bringing together all stakeholders in education.
The Convention will be chaired by Professor Anne Looney and will meet four times over weekends in 2026 on the following dates:
• 21-22 March 2026.
• 9-10 May 2026.
• 26-27 September 2026.
• 14-15 November 2026.
I am working with my officials to develop this exciting, once in a generation opportunity for children, young people, parents, educators and wider society to help shape Ireland’s education system for decades to come.
The Convention will comprise 150 people across 4 groups:
• Children and young people (30 people).
• Parents and guardians (30 people).
• School employees and early years educators (30 people).
• Education stakeholders (60 people).
The expression of interest process for membership of the first three groups of the Convention closed on Friday January 16th. Selection criteria will be applied to ensure diversity in participants who will be taking part in the Convention.
This will be the first Convention to include children and young people as full members. I am committed to ensuring that this Convention will reflect the Ireland of today, in all its diversity, and in particular the voices of children and young people, their parents and guardians, school staff and education stakeholders. This will include ensuring diversity of voice in the Convention, as well as ensuring representation is heard from the wide range of all those with a stake in our education system.
With this in mind, on January 14th, I launched the first ever National Conversation on Education with school communities and national stakeholders. The National Conversation is an opportunity for everyone across the country to shape the future of education in Ireland.
There are a number of different ways in which people of all ages can share their views on the future of Irish education.
The survey and submissions process has been opened. The survey can be accessed online at www.gov.ie/educationconvention. This can be done individually or on behalf of a group, such as families, school communities, advocacy organisations, or professional networks. The survey and submissions process will be open until the 28th of February.
In addition to the survey, my officials in the Department of Education and Youth have begun a series of school community engagements. These events are taking place across the country, where they are meeting with children and young people, school employees, parents and guardians to get a greater understanding on their hopes for the future of education.
These will be followed by a series of regional events. The findings from the National Conversation will shape the agenda for the Convention, which in turn will be agreed by Government. The Convention will produce a report and recommendations, which I expect to receive in early 2027, and which will inform the development of a new long-term Department of Education and Youth strategy for education in Ireland.
524. Deputy Jen Cummins asked the Minister for Education and Youth the number of special education classes sanctioned in 2024/2025 which are open and operational, in tabular form. [3688/26]
View answerEnabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
A list of all mainstream and special schools is available on my department's website on gov.ie. In addition, a list of schools with special classes; broken by location and class designation is available on the NCSE website (ncse.ie/special-classes).
Attached is also a list of special classes for the 2024/2025 school year.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
NCSE List of Special Classes in Mainstream Schools December 2024
525. Deputy Jen Cummins asked the Minister for Education and Youth when the NCSE will reopen the parents portal in order that parents can submit their children's assessment of needs; and if she will make a statement on the matter. [3693/26]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE is undertaking analysis of information provided through the Parents Notify process which closed on 1 October to plot demand for special class places for the 2026/27 school year.
This new timeline was publicised widely and communicated with schools and special education advocacy groups and parent representative bodies. The NCSE also undertook a lot of work at local level to ensure that families were aware of the process and consequently report a significant level of engagement and contact from families before 1 October.
An earlier date of 1 October was set for parents to complete the Parents Notify process this year. I understand this earlier date may not suit every family. However, it was introduced to ensure the NCSE can provide clarity for families earlier than in previous years. It will also support forward planning and equip the NCSE with timely information as to what students would be leaving school, transitioning to post-primary specialist places or those seeking specialist placement and entering the education system for the first time.
This information is critical when examining where provision needs to be placed to meet demand. This earlier date in October coincides with when schools begin enrolment processes so affords parents the opportunity to enrol in existing classes. Many mainstream schools, particularly at post-primary level commence admissions processes for the following school year on 1 October annually.
The new timeline will afford greater lead in times for schools that require repurposing or major building works to get works complete and allow schools to recruit staff and undertake the training needed so that children are fully supported in these placements.
I would like to stress that the NCSE will continue to support all children and young people made known to them after 1 October in their existing placement with appropriate supports. However, it is critical that the NCSE has as much local information as possible, as early as possible, to effectively plan what new provision is required.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
526. Deputy Jen Cummins asked the Minister for Education and Youth the number of children still awaiting an appropriate school place, by county, in tabular form. [3694/26]
View answerThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is the national agency with responsibility for the provision of special education places. For the 2025/26 school year the NCSE sanctioned 406 new special classes bringing to 3,741 the number of special classes in our schools. Combined with 300 new special school places this has created 2,700 new school places for students with special educational needs.
This year, the approach taken was to maximise the use of existing accommodation in schools to ensure new special classes could open as quickly as possible for the 2025/26 school year. The NCSE also prioritised schools which did not have an existing special class. This has ensured that 80% of the new classes sanctioned are in schools with available accommodation.
Where schools require modular accommodation for new special classes, these projects are being fast-tracked by my department to deliver this accommodation as early as possible. In a small number of instances where a delay in new special class accommodation is expected such as where new modular classrooms are being provided, contingency arrangements are being made with the relevant schools with the support of the NCSE.
The NCSE has advised my department that the vast majority of children and young people seeking a special school or special class place have now been assigned a school place. They are working very closely with the remaining families to ensure that they are being kept updated as the remaining special class and special school places are being finalised by a small number of schools.
For the 2025/26 school year the NCSE advise that a small number of special class places remain in many counties in the country for those still seeking placement. While these places may not be in a preferred school, vacancies do exist.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
527. Deputy Donna McGettigan asked the Minister for Education and Youth the number of pupils which will need to enter secondary school in 2026, in Shannon, Sixmilebridge and Newmarket-on-Fergus; the number of secondary school places available in those areas; her plans to address any shortfall in places available; and if she will make a statement on the matter. [3695/26]
View answerIn order to plan for school provision and analyse the relevant demographic data, the department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
The annual enrolment process for new junior infants at primary and new First Years at post-primary is a very large-scale operation that is transacted at close to 4,000 schools across the country, involving some 140,000 pupils. While the department is aware of enrolment pressures and demand for additional school places in some areas, it is important to note that enrolment pressures can be driven by duplications of applications, applications from outside an area and school of choice factors. Notwithstanding the above in some areas, demographic pressures and other factors are driving a requirement for additional school places.
Primary school enrolments at national level have been in decline for a number of years and this downward demographic trend is also now apparent at first year post primary level. There are, however continued pressures in some areas where there is high demand with continued population growth and housing development driving the need for additional school places.
The department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in an area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Under the provisions of the Act, school admission policies are approved by the Patron, following consultation with staff and parents of children who are attending the school. The school’s admissions policy is published on the school’s website. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
There are 2 post primary schools in the Shannon school planning area. As per the department's analysis of the Shannon school planning area for the 2024/25 academic year, there were more first year places available than 6th class children and overall 4.33% of first year places were unfilled.
The department will keep the school place requirements in Shannon school planning area under review.
528. Deputy Mattie McGrath asked the Minister for Education and Youth further to Parliamentary Question No. 383 of 9 December 2025, if he will provide the details requested in the question specifically, the number of children who have sought a letter of eligibility for a place in a special class or special school through the parents notify portal before the deadline of 1 October 2025, by county; the number of children who applied in south Tipperary; the number of children who have been issued with a letter of eligibility in south Tipperary; the reason for not providing the information requested previously (details supplied); and if she will make a statement on the matter. [3710/26]
View answerThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply.
Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.
The NCSE is undertaking analysis of information provided through the Parents Notify process which closed on 1 October to plot demand for special class places for the 2026/27 school year.
The NCSE have formally sanctioned 168 (105 primary and 63 post-primary) new special classes in 159 schools across the country for the next school year 2026/2027. This is the first tranche of new special classes being sanctioned and is a number of months ahead of last year. The NCSE expect to continue to sanction further new special classes over the coming weeks. The earlier sanctioning of these classes will provide clarity for parents and allow schools more time for the planning and establishment of new special classes. Details of the new special classes are available on the NCSE website.
This new timeline was publicised widely and communicated with schools and special education advocacy groups and parent representative bodies. The NCSE also undertook a lot of work at local level to ensure that families were aware of the process and consequently report a significant level of engagement and contact from families before 1 October.
The NCSE advise that the majority of children and young people coming to them through the Parent’s Notify process are already enrolled in school supported by existing special education teachers and special needs assistants.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
529. Deputy Noel McCarthy asked the Minister for Education and Youth her Department’s plans to include discussions on the identification of abusive relationships and coercive control as part of the Junior Cycle SPHE programme; and if she will make a statement on the matter. [3722/26]
View answerThere has been ongoing engagement between my Department of Education and the Department of Justice in respect of Zero Tolerance, the Third National Strategy for Domestic, Sexual and Gender-Based Violence (DSGBV).
My Department is represented on the Third National DSGBV Strategy Advisory Group as well as the National Awareness Campaigns Advisory Group.
The Department of Education and Youth has responsibility for a number of actions within the prevention pillar of Zero Tolerance, under an overall heading of enhancing the understanding of children and young people about gender inequalities and equality, consent and healthy relationships.
My Department is committed to inclusive education for all. It is fully committed to creating safe and supportive environments in schools that are welcoming and inclusive for every student. The area of wellbeing and the promotion of positive mental health is a priority for the Department. This includes promoting emotional wellbeing and resilience and positive coping skills, which support children and young people to manage the complexities of modern life.
Across both primary and post-primary schools, the SPHE curriculum supports pupils’ learning in the areas of inclusion and diversity. In the context of social, economic, cultural, ethnic, and religious diversity, it seeks to foster in the learner attitudes and behaviours that are characterised by understanding, empathy, and mutual respect. It addresses, too, the issues of equity and human rights, and fosters in the child the realisation that rights have associated responsibilities. Concepts of empathy, respect and inclusiveness are nurtured through the learning experiences offered and through the attitudes and practices inherent in the organisational structures of the classroom and the school.
Following an extensive period of consultation, an updated SPHE curriculum for Junior Cycle was introduced into schools in September 2023.
The learning outcomes of the ‘Relationships and sexuality’ strand include that students should be able to ‘reflect on the values, behaviours and skills that help to make, sustain and end relationships respectfully with friends, family and romantic/intimate relationships’, to ‘identify signs of healthy, unhealthy and abusive relationships’, to ‘appreciate the importance of setting healthy boundaries in relationships and consider how to show respect for the boundaries of others’, and to ‘appreciate the importance of seeking, giving and receiving consent in sexual relationships, from the perspective of building caring relationships and from a legal perspective’.
The learning outcomes of the ‘Emotional wellbeing’ strand include that students should be able to ‘recognise different kinds of abusive and bullying behaviour that can occur in interactions online and in person’, to ‘explain why noticing and responding to different kinds of abusive or bullying behaviour that can occur in person and online is important and discuss appropriate responses including, why, how, where and when to report’, and to ‘identify actions young people can take, without putting themselves at risk, in situations where they are aware of incidents of abusive behaviour or bullying happening and explore the barriers to standing up’.
Finally, the learning outcomes of the ‘Understanding Myself and Others’ strand include that students should be able to ‘reflect on gender equity and how gender stereotypes impact on expectations, behaviour and relationships’ and to ‘communicate in a respectful and effective manner and listen openly and sensitively to the views/feelings of others’.
An updated Senior Cycle SPHE specification was approved last September. Schools have until 2027 to introduce this new specification in order to allow for necessary preparatory work.
The ‘Relationships and sexuality’ strand includes a section on ‘abusive and violent relationships, stating among its learning outcomes that students should be able to ‘identify and consider common signs of abusive relationships, including coercive control’, to ‘explain the root causes and consequences of gender-based violence (GBV), with a particular focus on violence against women and girls, and outline the supports available’, to ‘ investigate the influence of pornography on attitudes, behaviours and relationship expectations’, and to ‘ discuss image-based abuse, sexual harassment, sexual assault and rape and what to do if they or someone they know has experienced any of these’.
530. Deputy Jen Cummins asked the Minister for Education and Youth to provide an updated, year-by-year plan and resourcing plan to achieve the Programme for Government commitment of a pupil-teacher ratio of 19:1 in primary schools'; and if she will make a statement on the matter. [3724/26]
View answerBudget 2026 provides for a total of €13.1 billion investment in education and in youth services in Budget 2026 – an almost 7 per cent increase on last year. Budget 2026 provides an increase of €845 million in core current funding for education and youth on the figure allocated for 2025, while the total investment figure also includes €1.6 billion allocated for 2026 as part of the National Development Plan 2026 – 2030.
This funding reflects the Government’s continued commitment to ensuring that every child and young person can learn, thrive and reach their full potential. It builds on the progress made in recent years, while recognising that further work is needed to make education more inclusive and equitable for all.
Under the Programme for Government there is a commitment to aim to reduce the general pupil teacher ratio at primary level to 19:1 over the term of government and introduce targeted measures in schools with very large classes.
Priority was given in recent Budgets to reducing the pupil teacher ratios in primary schools which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the most favourable ratio ever seen at primary level. More favourable ratios are implemented for DEIS Urban Band 1 schools. In 2015, teachers were allocated to primary schools at a general average of 28 pupils for every one teacher. In the same 10 year period, average class sizes in primary schools have improved from 24.9 to 22.2 and the pupil : teacher ratio (commonly referred to as PTR) shows the ratio of pupils to teachers improve from 16:1 to 12.8:1.
In addition to the reductions in the teacher allocation ratio, a three-point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts.
I am considering how best to make further progress, as part of the annual budgetary process, in reducing the primary pupil teacher ratio in the context of Programme for Government implementation.
