Written Answers Nos. 477-496
477. Deputy Carol Nolan asked the Minister for Education and Youth the plans she has to revise the Walk Tall Programme to include modern materials on drug prevention suitable for primary schools; and if she will make a statement on the matter. [7540/26]
View answer479. Deputy Carol Nolan asked the Minister for Education and Youth the resources allocated to primary schools in County Offaly for implementing drug prevention programmes, given staffing shortages in rural areas; and if she will make a statement on the matter. [7542/26]
View answer483. Deputy Carol Nolan asked the Minister for Education and Youth the steps she is taking to ensure a compassionate, evidence-based approach to drug education in rural schools like those in County Offaly; and if she will make a statement on the matter. [7548/26]
View answerI propose to take Questions Nos. 477, 479 and 483 together.
Social, Personal and Health Education, or SPHE, addresses drug use at age and stage appropriate intervals throughout the cycle of learning of students in our schools. The SPHE curricula have been significantly reformed in recent years across primary and post-primary education.
The revised Junior Cycle SPHE curriculum specification is in place since September 2023 and is mandatory for schools to provide. The redeveloped Primary Curriculum, including a Wellbeing specification, was launched in September of last year. The Wellbeing specification will be enacted by schools over the coming years with the existing SPHE specification being taught until then. An updated Senior Cycle SPHE specification was introduced in September 2025 for those entering Leaving Certificate Applied, replacing older modules within LCA Social Education. Post-Primary schools have until September 2027 to introduce the specification for all other students entering fifth year, to accommodate the necessary planning and preparatory work.
These updated curriculum specifications aim to ensure children and young people have the skills and knowledge to lead active, healthy and fulfilling lives include age and stage appropriate learning outcomes that address substance misuse.
The review and development of curricular specifications is managed through a comprehensive process in which the NCCA advises the Minister for Education on curriculum and assessment for early childhood education, primary and post-primary schools. This advice is developed through research, deliberation, extensive consultation and networks and in line with prevailing government policy on curriculum
Online toolkits are published on curriculumonline.ie where teachers can access SPHE teaching and learning resources for all levels in primary and post-primary. Teachers can choose from a significant suite of resources to support them in preparing for and teaching SPHE. These resources include those in relation to substance misuse.
At Junior Cycle, for example, the NCCA’s toolkit includes a range of up-to-date materials created by the HSE in conjunction with the Department of Education and Youth. Making Healthy Choices 1, for example, addresses issues such as the role of alcohol in our society, exploring drugs and the pressure to conform. These are in addition to resources such as Walk Tall, and the Know the Score programme, aimed at Transition Year or 5th year pupils. All resources will be subject to review as appropriate, as curriculum specifications are rolled out.
478. Deputy Carol Nolan asked the Minister for Education and Youth the steps she is taking to provide sustained professional development training for teachers on delivering drug education without adding to existing initiative overload in schools; and if she will make a statement on the matter. [7541/26]
View answerThe Social, Personal and Health Education (SPHE) curriculum addresses drug use at age and stage appropriate intervals throughout the cycle of learning of students in our schools. The SPHE curriculum has been dramatically reformed in recent years. A revised up-to-date and comprehensive curriculum for SPHE is now in place, spanning primary and post-primary education.
The revised Junior cycle curriculum has been in place since September 2024 and the revised Primary Curriculum, including a dedicated pillar on wellbeing, was launched in September 2025.
Additionally, an updated Senior Cycle SPHE specification was introduced in September 2025 for those entering Leaving Certificate Applied, replacing older modules within LCA Social Education. Post-Primary schools have until September 2027 to introduce the specification for other students entering fifth year.
These changes are designed to give students an age and stage appropriate reference to issues related to drug use.
Online SPHE/RSE (Relationships and Sexual Education) toolkits are published on curriculumonline.ie where teachers can access teaching and learning resources for all levels in primary and post-primary. The Department has developed these resources in collaboration with the National Council for Curriculum and Assessment (NCCA) and the Health Service Executive (HSE).
Under the National Drug and Alcohol Strategy Reducing Harm, Supporting Recovery 2017-2025, the Department, in conjunction with the national network of drug and alcohol task forces, developed and circulated an information resource for schools, providing information on the supports taskforces can provide to schools, students and parents to prevent and respond to drug and alcohol use.
The information was provided to assist schools in tackling and responding to drug and alcohol related issues.
Working with the task forces, the department reviewed and updated the leaflet which was reissued to all schools in May 2025. The leaflet includes information on a number of programmes and online resources relating to drug and alcohol use that may be helpful for schools and parents as well as the range of supports task forces can provide to schools. It also includes the contact details for task forces throughout the country. Schools were encouraged to share the resource widely with teachers, particularly SPHE teachers and co-ordinators, parents and the wider school community.
Oide the department-funded professional learning service for teachers provides professional learning experiences (PLE) for teachers and school leaders in SPHE and related wellbeing areas, including supports for the Junior and Senior Cycle SPHE Specifications, in-school SPHE and wellbeing supports and Wellbeing in education seminars.
At primary, the Walk Tall programme is designed to prevent substance misuse from Junior Infants onwards by emphasising personal and social development. Additionally, the online platform – Scoilnet has a number of curriculum linked resources shared by teachers that cover the topic of drugs and drug use.
480. Deputy Carol Nolan asked the Minister for Education and Youth the steps she is taking to address overcrowded classrooms impacting the effective delivery of SPHE drug education modules in secondary schools; and if she will make a statement on the matter. [7544/26]
View answerThe Department of Education and Youth works together with the Department of Health and other agencies to support students in the area of health. The aim is to equip students with the skills and knowledge to enable them to make the right choices for healthy lifestyles throughout their lives.
Schools have a role to play in supporting their students to develop the key skills and knowledge to enable them to make informed choices when faced with a range of difficult issues. This is mainly done through the Social Personal and Health Education (SPHE) programme.
The Department has undertaken a very significant reform of the Social, Personal and Health Education (SPHE) curriculum, following on from a review by the National Council for Curriculum and Assessment (NCCA) across primary and post-primary.
An updated Junior Cycle SPHE specification was rolled out in schools from September 2023. The Junior Cycle SPHE specification includes five learning outcomes in relation to substance abuse.
An updated Senior Cycle SPHE specification was introduced in September 2025 for those entering Leaving Certificate Applied, replacing older modules within LCA Social Education. Post-Primary schools have until September 2027 to introduce the specification for other students entering fifth year, to accommodate the necessary planning and preparatory work. It includes three learning outcomes on the issue of substance abuse.
The Wellbeing specification of the new Primary curriculum, including SPHE, was published in September 2025. This specification also includes learning outcomes for older Primary children in relation to substance misuse prevention.
The changes to the curriculum are designed to give students an age and stage appropriate reference to consider and reflect upon issues related to drug use, amongst many other topics.
Online toolkits are published on curriculumonline.ie where teachers can access SPHE teaching and learning resources for all levels in primary and post-primary. Teachers can choose from a significant suite of resources to support them in preparing for and teaching SPHE. These resources include those in relation to substance misuse, all of which are subject to update and review as the curriculum is rolled-out.
Teacher allocations to all schools are approved annually in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
Currently the staffing schedule for post-primary mainstream pupil teacher ratio is set at 19:1 for free education schools. This allows schools to determine the best possible configuration of classes and the deployment of classroom teachers to meet the local school level requirements, which can be impacted by a number of factors, including subject demand and size of local community.
481. Deputy Carol Nolan asked the Minister for Education and Youth if she will provide details on specialist supports available to teachers in County Offaly for handling complex pupil needs related to drug awareness and mental health; and if she will make a statement on the matter. [7545/26]
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.
A dedicated wellbeing portal has 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.
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 available to schools by NEPS nationally:
- FRIENDS Resilience: The evidence-based anxiety prevention and resilience building programmes for all schools available online with implementation supported online or through in person cluster supports meetings.
- Student Support Teams: Training and in school 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. Support is available through webinars.
- 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. [NEPS welcome to our schools]
- Reluctant School Attendance and school avoidance behaviours: Resources and webinars on how to support children and young people who display reluctant attendance and school avoidance behaviour.
At post-primary level students have access to guidance counselling which may be provided on an individual or group basis as part of a developmental learning process, at moments of personal crisis and at key transition points, such as transitioning to further education or employment 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.
In 2021, under the National Drug and Alcohol Strategy Reducing Harm, Supporting Recovery 2017-2025, the Department of Education and Youth, in conjunction with the national network of drug and alcohol task forces, developed and circulated an information resource for schools, providing information on the supports taskforces can provide to schools, students and parents to prevent and respond to drug and alcohol use.
The information was provided to assist schools in tackling and responding to drug and alcohol related issues as they arise in schools and also in supporting prevention education on substance misuse.
Working with the task forces, the department reviewed and updated the leaflet which was reissued to all schools in May 2025.
The leaflet includes information on a number of programmes and online resources relating to drug and alcohol use that may be helpful for schools and parents as well as the range of supports task forces can provide to schools. It also includes the contact details for task forces throughout the country.
Schools were encouraged to share the resource widely with teachers, particularly SPHE teachers and co-ordinators, parents and the wider school community.
Social, Personal and Health Education (SPHE) is a key part of the Primary and Post-Primary curriculum, in Irish schools. SPHE provides vital opportunities for the development of children’s wellbeing in the physical, social, emotional and intellectual domains.
Some learning objectives of the updated Primary Wellbeing curriculum, which incorporates SPHE, include that children should be able to recognise and describe a range of common emotions and feelings, to develop empathetic skills and to apply regulation skills to manage emotions. Children also learn to understand ways that physical activity, outdoor experiences, food, hygiene, sleep, rest and relaxation can impact wellbeing.
The updated Junior Cycle specification provides clear direction on the knowledge, skills, and dispositions that all students should gain during the 3 years of junior cycle SPHE. It places a strong focus on the development of important life skills that young people need growing up in a fast changing and complex world. The SPHE specification is grounded in values of respect, equality, inclusivity, responsibility, dignity, compassion and empathy.
The Making Healthy Choices learning outcomes include that students should be able to ‘consider the multifaceted nature of health and wellbeing, and evaluate what being healthy might look like for different adolescents’, to ‘discuss societal, cultural and economic influences affecting young people when it comes to making healthy choices about smoking, alcohol and other addictive substances and behaviours (including gaming, gambling and social media addictions)’, and to ‘demonstrate skills and strategies to help make informed choices that support health and wellbeing and apply them in real-life situations that may be stressful and/or involve difficult peer situations’.
The updated Senior Cycle SPHE specification provides an opportunity for students to extend their health literacy skills, as they learn how to access, understand, appraise and use information and services related to health and wellbeing and build their confidence to communicate and act upon this information.
Some of the learning outcomes of Senior Cycle SPHE specification include that students should be able to explore the factors that influence mental health and wellbeing, including the influence of family, peers, societal attitudes, media, technology, alcohol and drugs, and one’s sense of self; recognise unhelpful thinking patterns and negative self-talk, as well as the signs and symptoms of low mood, stress and anxiety in themselves and others, and recognise when help should be sought, where to go and how to access help if needed.
The Department’s Wellbeing Office has initiated a Policy and Implementation Plan Review to plan for the next school wellbeing strategy. A broader stakeholder engagement process will take place to consult on a successor Wellbeing in Education Policy and Implementation Plan which will inform the priorities when we produce an updated strategy incorporating the continued, adapted, or new areas of agreed focus in educational wellbeing. Department officials will advertise this review on gov.ie and will communicate with stakeholders in coming months to include them in the consultation process, that will lead to the new Wellbeing Policy and Implementation Plan going forward.
482. Deputy Carol Nolan asked the Minister for Education and Youth the evaluation mechanisms in place to assess the effectiveness of current youth drug prevention curricula in primary and secondary schools; and if she will make a statement on the matter. [7547/26]
View answerMy Department works together with the Department of Health, the HSE and other agencies to support students in the area of health. The aim is to equip students with the skills and knowledge to enable them to make the right choices for healthy lifestyles throughout their lives. Schools have a critical role to play in supporting their students to develop the key skills and knowledge to enable them to make informed choices when faced with a range of difficult issues, including drug and alcohol use. This is now mainly done through the Social Personal and Health Education (SPHE) curricula.
The last two decades have seen considerable evolution of NCCA’s curriculum review and development processes. An example includes the introduction, at post-primary, of early enactment reviews of individual subjects and modules. The purpose of these reviews is to monitor early enactment of the curriculum specification in schools. This involves consultations with teachers, children/students, school leaders and wider stakeholders, primarily through school visits, online surveys, and written submissions. Findings are published on the NCCA website, with necessary minor adjustments identified in the findings subsequently made to the specifications. These reviews have also informed the development of further supports, such as more tailored professional learning to assist schools’ work with the curriculum.
It is anticipated that early enactment reviews will be carried out in the coming years to monitor schools’ experience with the revised SPHE curricula at Post-Primary level. Such reviews will incorporate close work with schools and public consultation. The new Primary Curriculum (introduced in September 2025, including the Wellbeing strand which comprises the SPHE framework) will be reviewed in line with usual practice in the coming years.
484. Deputy Cian O'Callaghan asked the Minister for Education and Youth when the National Council for Special Education will be permitted to issue letters of eligibility again; her views on a case (details supplied); and if she will make a statement on the matter. [7549/26]
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.
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.
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.
The Department and the NCSE are aware of the challenge the 1 October date has presented for some families and are actively working to ensure they are supported with a school place which meets their child’s needs. The NCSE will continue to support all children and young people made known to them after 1 October. 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.
485. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if any of the new special classes announced for the school year 2026-2027 will be early intervention classes; and if she will make a statement on the matter. [7567/26]
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.
My department and the National Council for Special Education (NCSE) continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE has begun sanctioning new special classes this month, which is several months ahead of last year. 263 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks. The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes.
Details of the new special classes including the designation 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.
The Access and Inclusion Model (AIM) under the Department of Children, Disability and Equality, enables the full inclusion and meaningful participation of children with disabilities/additional needs in the Early Childhood Care & Education Scheme (ECCE) programme. Its goal is to create a more inclusive environment in pre-schools, so all children availing of preschool, regardless of ability, can benefit from quality early learning and care. There has been a significant increase in resources and supports provided to children with additional needs accessing the AIM programme over recent years.
The NCSE is the statutory body responsible for the provision of special education and allocating supports for children and young people with special educational needs. Where the NCSE identifies need for an early intervention class, the class is sanctioned and supports are provided by my department to ensure the school can accommodate the class.
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.
486. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to a shortage of primary school places in Shankill, County Dublin; the steps she is taking to address the concerns of parents in this area; and if she will make a statement on the matter. [7582/26]
View answer487. Deputy Barry Ward asked the Minister for Education and Youth the position regarding a short-term plan to address the shortage of primary school places in Shankill, County Dublin due to a significant increase in population in the area; and if she will make a statement on the matter. [7583/26]
View answer490. Deputy Barry Ward asked the Minister for Education and Youth the position regarding a long-term plan to address the shortage of primary school places in Shankill, County Dublin due to a significant increase in population in the area; and if she will make a statement on the matter. [7586/26]
View answerI propose to take Questions Nos. 486, 487 and 490 together.
I wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
Since 2020, my department has invested over €1.7 billion in school infrastructure across Co. Dublin and the Department is continually planning for and investing in existing and new schools to ensure that every child in the State has access to a school place.
In order to plan for school provision and analyse the relevant demographic data, my 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.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
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. My department works with schools, patrons, and management bodies to ensure that there are sufficient school places available to meet the needs of children.
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.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
At primary level, there is generally good capacity across the country, although there are some areas under continuing demographic pressures. It is important to note that capacity data returned by the primary schools in the area to the Department shows capacity for places across various class groups. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the 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.
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.
I can assure the Deputy that my department will continue to keep the school place requirements in the Ballybrack_Shankill_DLR school planning area as with other areas across the country, under review.
488. Deputy Barry Ward asked the Minister for Education and Youth the procedures in place within her Department that ensure that significant population growth in an area is matched with additional school capacity; and if she will make a statement on the matter. [7584/26]
View answerI wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my 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.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
My department also conducts granular analysis below the level of a school planning area, particularly where a school planning area encompasses both high growth urban settlement areas and a more rural hinterland. Our analysis of school place demand in urban areas experiencing high population growth has indicated that demand in the urban area can be 10-20% higher than the school planning area as a whole.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
The department will continue to liaise with local authorities in respect of their county development plan and any associated local area plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
489. Deputy Barry Ward asked the Minister for Education and Youth the actions she will take to ensure that all children that are in the local catchment area for primary schools in Shankill, County Dublin are accommodated with school places in their local community; and if she will make a statement on the matter. [7585/26]
View answerParents have the right to choose which school to apply to and where the school has places available for the relevant year, the student should be admitted. However, in schools where there are more applicants than places available, a selection process will 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 students not obtaining a place in the school of their first choice.
In accordance with the provisions of the Education (Admission to Schools) Act 2018, schools are required to clearly set out their selection criteria in their admission policies. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. It is an important feature of the act that schools can only make a decision on an application for admission that is based on the school’s admission policy.
In order to plan for school provision and analyse the relevant demographic data, my 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.
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.
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. My department works with schools, patrons, and management bodies to ensure that there are sufficient school places available to meet the needs of children.
Under Section 29 of the Education Act 1998, the parent of the student, or in the case of a student who has reached the age of 18 years, the student, may appeal a decision of this school to refuse admission. An appeal may be made under Section 29 (1)(c)(i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed.
TUSLA’s Education Support Service (TESS) is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child.
Contact details for TESS are available at the following link https://www.tusla.ie/tess/get-in-touch/ or by email at tessinfo@tusla.ie.
491. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to delays in progressing emergency works at a school (details supplied); the steps she will take to ensure that this project is progressed; and if she will make a statement on the matter. [7589/26]
View answer492. Deputy Barry Ward asked the Minister for Education and Youth the steps she will take to ensure improved communication with the principal at a school (details supplied) in relation to a project funded under the emergency works scheme; and if she will make a statement on the matter. [7590/26]
View answerI propose to take Questions Nos. 491 and 492 together.
As the Deputy may be aware, the school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for fabric defects works.
The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme (SWS) which deals with upgrade works to the school.
The application in question has been approved funding on 28 January 2026 and the project is currently with the school to progress further. The school have also been notified of this via ESINET.
493. Deputy Barry Ward asked the Minister for Education and Youth the reasons for the delay in progressing a project funded under the emergency works scheme for a school (details supplied); and if she will make a statement on the matter. [7591/26]
View answerAs the Deputy may be aware, the school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for fabric defects works.
The application in question is currently being reviewed by the technical area within the EWS. Once a technical recommendation has been received back from the technical team, the EWS team will engage further with the school as appropriate.
The EWS team is aware of the urgent nature of the works required and will keep the school informed throughout the process.
494. Deputy Aisling Dempsey asked the Minister for Education and Youth if she will ensure that the DEIS + scheme does not focus solely on urban areas, but also assists rural disadvantaged areas; and if she will make a statement on the matter. [7596/26]
View answerTackling educational disadvantage and helping children and young people reach their full potential is a key priority for me as Minister for Education and Youth. Currently, the DEIS programme supports almost 1,200 primary and post-primary schools, reaching approximately 260,000 students, with an annual investment of over €180 million. Budget 2026 allocates an additional €16.5 million in 2026, rising to €48 million in 2027, to support the implementation of the new DEIS Strategy and introduce the DEIS Plus scheme, which will commence this year.
The DEIS Plus scheme will provide additional support to schools with the highest levels of need, in line with the Government’s commitment. It will target a cohort of schools with high concentrations of children and young people experiencing intergenerational disadvantage, where there is a significant gap in outcomes and there are barriers to those children and young people achieving their potential.
The details of the DEIS Plus scheme are currently being finalised within an overall programme of work to tackle educational disadvantage and will be outlined in the new DEIS Strategy, which will be published in Q1.
495. Deputy Aisling Dempsey asked the Minister for Education and Youth the reason a secondary school (details supplied) is not considered a DEIS school despite its student population coming almost exclusively from a national school. [7597/26]
View answerTackling educational disadvantage is a key priority for the Minister for Education and Youth.
Currently, the DEIS programme supports almost 1,200 primary and post primary schools reaching approximately 260,000 students, with an annual investment of over €180 million. Budget 2026 allocates an additional €16.5 million in 2026, rising to €48 million in 2027, to support the implementation of the new DEIS Strategy and introduce the DEIS Plus scheme.
The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the most recent expansion of the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. Schools were not required to apply for inclusion in the DEIS programme, and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie.
Schools were identified for inclusion in the DEIS programme based on their standardised disadvantage score. Schools with the highest levels of concentrated disadvantage are included in the DEIS programme.
It is possible for neighbouring schools to have a different profile in terms of proportion of students from disadvantaged backgrounds and the relative weighting apportioned in each. The designation of neighbouring schools to different DEIS status does not mean that there is no educational disadvantage present in the school, but that the concentrated level of educational disadvantage of the two schools is different. Gender of students, or the designation of the school as single or mixed is not a factor in the DEIS identification model.
The Minister is committed to addressing the gap between DEIS and non-DEIS schools and introducing innovative solutions to address disadvantage. A new DEIS Strategy will be published in Quarter 1, 2026. This Strategy will focus on improving the opportunities and achievement levels of children at risk of educational disadvantage, developing more innovative approaches to tackling educational disadvantage, and working towards a more flexible system of supports to ensure that a school can receive the right support at the right time.
Any future changes to the identification model and overall allocation of resources will be considered within the context of the new DEIS Strategy.
496. Deputy Emer Currie asked the Minister for Education and Youth the commencement date for a capital works project (details supplied); the estimated time to complete the project; and if she will make a statement on the matter. [7611/26]
View answerThe school referred to was approved to enter the Department’s pipeline of school buildings under the Additional School Accommodation Scheme for repurposing works providing 1 Special Educational Needs classroom. The project is devolved to the school authority for delivery.
Department officials approved this project to proceed to Stage 4 (construction) on 15 January 2026. The building works are expected to be completed within 6–8 weeks, based on the timeframe provided by the school.
It is now within the remit of the school authority to progress this project accordingly.
