Written Answers Nos. 156-175
156. Deputy Peadar Tóibín asked the Minister for Education and Youth the current number of primary and secondary schools that are in debt; and the total amount of debt owed by primary and secondary schools, in each of the past five years. [13233/26]
View answerAs per Circulars [60/2017] (/www.gov.ie/en/department-of-education/circulars/roll-out-and-operation-of-the-financial-support-services-unit-fssu-at-primary-level/) and 02/2018 (www.gov.ie/en/department-of-education/circulars/operation-of-the-financial-support-services-unit-fssu/0 the FSSU, on behalf of the Department, acts as a central repository for the receipt of annual school accounts, as prepared by the school’s external accountant/auditor who is registered with a recognised accountancy body in the State.
The Financial Support Services Unit (FSSU), funded by the Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management. Any schools that are experiencing financial difficulty can contact the FSSU for guidance and support. Contact details for FSSU can be found on www.fssu.ie.
As per the relevant manual for Boards of Management, debts or excesses of expenditure over income must be approved by the patron and/or trustees.
Schools have autonomy in their spending, allowing them to make decisions on spending independently at school level.
According to the financial accounts provided by schools to the FSSU the following number of schools have recorded loan amounts in their financial accounts. An important caveat to note about this data is that there are instances of variations in how items have been recorded and so the data is only based on the information provided to the FSSU.
The particular type or purpose of the loans are not known.
ETB schools are not included in these figures as they do not submit accounts to the FSSU.
|
Schools that recorded a loan greater than €100 in the financial accounts |
|
|
|
|
School Year |
No. of schools |
Total amount |
Median Amount |
|
2019/2020 |
195 |
(€18,998,908) |
(€18,347) |
|
2020/2021 |
186 |
(€14,345,830) |
(€18,726) |
|
2021/2022 |
186 |
(€10,731,422) |
(€17,150) |
|
2022/2023 |
174 |
(€13,394,734) |
(€16,758) |
|
2023/2024 |
165 |
(€8,617,291) |
(€19,309) |
157. Deputy Peter 'Chap' Cleere asked the Minister for Education and Youth for an update on building works for a school (details supplied); the timeline for delivery; if she will add to the list; and if she will make a statement on the matter. [13240/26]
View answerThe school to which the Deputy refers was approved to enter my Department’s pipeline of school buildings for a project to provide four mainstream classrooms, two special education tuition (SET) rooms, and a two classroom special educational needs (SEN) base under the Additional School Accommodation (ASA) Scheme. This project was devolved to the school authority for delivery.
This project is currently at Stage 2b (detailed design). My Department currently awaits the submission of the stage 2b report by the school authority. Once received the stage 2b report will be reviewed from both a technical and cost perspective in accordance with the requirements of the Infrastructure Guidelines. All projects, including this one, will undergo the necessary due diligence outlined in the Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at this school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
158. Deputy Peter 'Chap' Cleere asked the Minister for Education and Youth for an update on building works for a school (details supplied); the timeline for delivery; if she will add to the list; and if she will make a statement on the matter. [13241/26]
View answerThe school to which the Deputy refers was approved to enter my Department’s pipeline of school building projects to provide a two-classroom Special Education Needs (SEN) base and central activities room, four Special Education Tuition (SET) rooms, two general classrooms, one graphics room, one home economics room, two science labs and prep area, one construction room and prep area, and one GP dining area plus ancillary.
This project has been devolved for delivery to the Kilkenny Carlow Education and Training Board (KCETB). I can confirm that this project remains at Stage 2a (developed design) while a detailed review from both a technical and cost perspective is being undertaking. All projects, including this one, are subjected to the required due diligence as specified in the Department's infrastructure guidelines.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at this school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
159. Deputy Eoin Ó Broin asked the Minister for Education and Youth if a letter of eligibility will be provided immediately to an individual (details supplied) in order for them to be able to accept the appropriate school place offered to them given their needs are no longer being met in a mainstream educational setting; and if she will make a statement on the matter. [13242/26]
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.
This notification process will provide the NCSE with critical information on children who continue to need a special class as they progress to post-primary level as well as details on students who require a place for the first time.
This year to facilitate earlier sanctioning of classes for the 2026/27 school year, an earlier date of 1 October was set for parents to complete the process.
The NCSE has advised my department of an increasing number of children and young people who have come to their attention since the 1 October timeline. My department and the NCSE have worked on proposals to address the needs of children and young people coming forward to the NCSE after 1 October. I am pleased to say that my department is confirming that the NCSE are now in a position to issue letters of eligibility to children and young people who have made contact with them after the 1 October timeline and who meet the criteria for a special class or special school placement. The NCSE has commenced this process.
Each school prepares and publishes their own admissions policy and runs their own admissions process in line with the Admissions Act. Individual schools will determine the outcome of applications received by them in accordance with their own admissions policy and procedures. I want to reassure families that they will be supported in seeking a placement and that no child or young person should be prevented from starting school. There are a wide range of supports in mainstream classes, special classes and special schools for children and young people with additional needs.
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.
160. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the way in which findings from the three-year Irish language youth work research pilot will inform mainstream funding, staffing and training, including outside Gaeltacht areas; when will translated training resources be widely accessible; and if she will make a statement on the matter. [13243/26]
View answerThe Department of Education and Youth, in partnership with Údarás na Gaeltachta, is funding a three-year research study on the Irish Language Youth Work Pilot Project. The purpose of this study is to explore how young people engage with youth services through the medium of Irish, and to examine the social, personal, and linguistic benefits that arise from these interventions. The findings will play a central role in informing future youth work and Irish-language policy and practice, both within and outside of Gaeltacht areas.
The Irish Language Youth Work Pilot is being delivered collaboratively by the department, Mayo, Sligo and Leitrim ETB, Kerry ETB, Muintearas CTR, and the language planning offices of the three Gaeltacht Language Planning Areas (LPAs) participating in the pilot. The project is currently underway in Uíbh Ráthach, Corca Dhuibhne and Maigh Eo Thuaidh.
An ongoing formative and summative evaluation forms a core element of this pilot. This evaluation will document and review the benefits, achievements, challenges and outcomes associated with the work of the Oibrí Óige (Youth Workers) and the young people and families who participate in the services provided through Irish over the three-year cycle.
Using both qualitative and quantitative research methods, the study aims to consider young people’s and practitioners’ experiences and will examine the features, conditions and institutional supports necessary for effective delivery.
The aims of the evaluation include:
• Assessing how, and to what extent, the model of Irish-language youth service provision meets the needs, aspirations, and personal and linguistic development of the young people involved, with reference to national policy priorities and indicators, including UBU Your Place Your Space outcomes.
• Evaluating the institutional, training and administrative structures required to support the delivery of youth work services through Irish and to ensure alignment with the broader ecosystem of language supports in Gaeltacht communities.
• Developing evidence-based recommendations to inform future policy, including the potential mainstreaming or further rollout of similar approaches.
As part of this work, training needs and resource requirements are being examined with translated training materials prepared in parallel with project delivery. Funding was provided in 2025 to both Foróige and the National Youth Council of Ireland to translate training materials into Irish, these include:
NYCI:
• NYCI Trainers Manual, components 1 – 5
• Working Safely in a Youth Club
• Romeo and Juliet defence resource
• Coco’s Law resource
These resources will be made widely accessible, with translated materials expected to become available progressively over the course of 2026 as the translation work is completed.
Foróige:
• REAL U
• Ready Steady Life
• Connect Safely
• Safeguarding statements & corresponding docs
• Safeguarding and protecting young people - Volunteers Policy
Both Connect Safely and REAL U will be available to other Irish language organisations, youth, and community groups to utilise once they have been trained in the facilitation of the programmes.
I look forward to receiving the findings of this research study, which will significantly enhance our understanding of how best to support high-quality youth work through the medium of Irish and how such approaches might be extended nationally.
161. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the engagement her Department has had with the Department of Rural and Community Development and the Gaeltacht in terms of Irish language youth work; the discussions that have taken place on the need to strengthen the language planning process by providing spaces where events and activities are promoted for Gaeltacht and non-Gaeltacht youth and Irish language learners; and if she will make a statement on the matter. [13244/26]
View answerThe Youth Affairs Unit supports a range of Irish-language youth work initiatives that provide both universal and targeted services to young people, as well as sector-wide supports that strengthen Irish-medium youth work and clubs nationally.
Officials have engaged with the Department of Rural and Community Development and the Gaeltacht on matters relating to the provision and coordination of youth services through Irish. These discussions form part of ongoing cross-departmental cooperation aimed at supporting Irish-medium youth work, enhancing opportunities for young people to engage with the language, and promoting spaces and activities that benefit Gaeltacht and non-Gaeltacht youth, as well as Irish-language learners.
The department will continue to work with stakeholders to advance improved outcomes for young people participating in Irish-language youth work.
162. Deputy Thomas Gould asked the Minister for Education and Youth the number of SNA provisions reduced from schools after the latest NCSE review, by county, excluding new posts sanctioned, in tabular form. [13336/26]
View answer166. Deputy Thomas Gould asked the Minister for Education and Youth tthe number of SNAs to be redeployed in the 2026/2027 school year by county, in tabular form. [13340/26]
View answer167. Deputy Thomas Gould asked the Minister for Education and Youth the number of schools who had SNA provision downgraded on review for the 2026/2027 school by county, in tabular form. [13341/26]
View answerI propose to take Questions Nos. 162, 166 and 167 together.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. By the end of the 2026/27 school year, this number will be close to 25,000 across mainstream classes, special classes, and special schools.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period.
SNAs work as part of a whole-school team to support students with special educational needs. This team also includes nearly 22,000 special education teachers nationwide. The number of SNAs a school needs can change for different reasons, such as changes in student numbers, changes in individual care needs, or students moving from primary to post-primary school.
When the NCSE reviews SNA allocations, it looks closely at the care needs of students in each school. This helps make sure that SNA support goes where it is most needed. The role of the SNA is set out in DEY Circular 30/2014 and the NCSE process for SNA reviews is consistent with its provisions.
Every SNA review undertaken by the NCSE is a detailed and specific review of the care needs profile in that individual school. Where the NCSE identify during the review that the care needs have increased in an individual schools the necessary SNA resources to support those needs schools are provided.
Minister Naughton and I have listened carefully to all of the issues raised by parents and school communities in recent days. In light of concerns raised, we have paused the review of the SNA allocations.
Minister Naughton and I, as well as the Tánaiste and the Taoiseach, are engaging intensively to ensure that all of the concerns raised are really understood and children with special educational needs are fully supported.
No further letters on SNA review outcomes will issue until these engagements have concluded in the coming weeks.
The 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.
163. Deputy Thomas Gould asked the Minister for Education and Youth to review the cuts to SNA provision in a school (details supplied) [13337/26]
View answer165. Deputy Thomas Gould asked the Minister for Education and Youth to review the cuts to SNA provision in a school (details supplied) [13339/26]
View answerI propose to take Questions Nos. 163 and 165 together.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. By the end of the 2026/27 school year, this number will be close to 25,000 across mainstream classes, special classes, and special schools.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period.
SNAs work as part of a whole-school team to support students with special educational needs. This team also includes nearly 22,000 special education teachers nationwide. The number of SNAs a school needs can change for different reasons, such as changes in student numbers, changes in individual care needs, or students moving from primary to post-primary school.
When the NCSE reviews SNA allocations, it looks closely at the care needs of students in each school. This helps make sure that SNA support goes where it is most needed. The role of the SNA is set out in DEY Circular 30/2014 and the NCSE process for SNA reviews is consistent with its provisions.
Every SNA review undertaken by the NCSE is a detailed and specific review of the care needs profile in that individual school. Where the NCSE identify during the review that the care needs have increased in an individual schools the necessary SNA resources to support those needs schools are provided.
Minister Naughton and I have listened carefully to all of the issues raised by parents and school communities in recent days. In light of concerns raised, we have paused the review of the SNA allocations.
Minister Naughton and I, as well as the Tánaiste and the Taoiseach, are engaging intensively to ensure that all of the concerns raised are really understood and children with special educational needs are fully supported.
No further letters on SNA review outcomes will issue until these engagements have concluded in the coming weeks.
The 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.
164. Deputy Thomas Gould asked the Minister for Education and Youth the cuts to SNA provision in a school (details supplied). [13338/26]
View answerThe National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. By the end of the 2026/27 school year, this number will be close to 25,000 across mainstream classes, special classes, and special schools.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period.
SNAs work as part of a whole-school team to support students with special educational needs. This team also includes nearly 22,000 special education teachers nationwide.
The number of SNAs a school needs can change for different reasons, such as changes in student numbers, changes in individual care needs, or students moving from primary to post-primary school.
When the NCSE reviews SNA allocations, it looks closely at the care needs of students in each school. This helps make sure that SNA support goes where it is most needed.
The role of the SNA is set out in DEY Circular 30/2014 and the NCSE process for SNA reviews is consistent with its provisions.
Every SNA review undertaken by the NCSE is a detailed and specific review of the care needs profile in that individual school. Where the NCSE identify during the review that the care needs have increased in an individual schools the necessary SNA resources to support those needs schools are provided.
Minister Naughton and I have listened carefully to all of the issues raised by parents and school communities in recent days. In light of concerns raised, we have paused the review of the SNA allocations.
Minister Naughton and I, as well as the Tánaiste and the Taoiseach, are engaging intensively to ensure that all of the concerns raised are really understood and children with special educational needs are fully supported.
No further letters on SNA review outcomes will issue until these engagements have concluded in the coming weeks.
The 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.
168. Deputy Thomas Gould asked the Minister for Education and Youth the criteria used to determine SNA eligibility for Level 1 and Level 2 needs children [13342/26]
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, 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.
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.
169. Deputy Réada Cronin asked the Minister for Education and Youth the number of SNAs in North Kildare from 2019-2025, in tabular form; and if she will make a statement on the matter. [13344/26]
View answer170. Deputy Réada Cronin asked the Minister for Education and Youth the steps being taken to address the shortage of SNAs and special school places in North Kildare; and if she will make a statement on the matter. [13345/26]
View answerI propose to take Questions Nos. 169 and 170 together.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. By the end of the 2026/27 school year, this number will be close to 25,000 across mainstream classes, special classes, and special schools.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period.
SNAs work as part of a whole-school team to support students with special educational needs. This team also includes nearly 22,000 special education teachers nationwide.
The number of SNAs a school needs can change for different reasons, such as changes in student numbers, changes in individual care needs, or students moving from primary to post-primary school. When the NCSE reviews SNA allocations, it looks closely at the care needs of students in each school. This helps make sure that SNA support goes where it is most needed. The role of the SNA is set out in DEY Circular 30/2014 and the NCSE process for SNA reviews is consistent with its provisions.
Every SNA review undertaken by the NCSE is a detailed and specific review of the care needs profile in that individual school. Where the NCSE identify during the review that the care needs have increased in an individual schools the necessary SNA resources to support those needs schools are provided.
Minister Naughton and I have listened carefully to all of the issues raised by parents and school communities in recent days. In light of concerns raised, we have paused the review of the SNA allocations.
Minister Naughton and I, as well as the Tánaiste and the Taoiseach, are engaging intensively to ensure that all of the concerns raised are really understood and children with special educational needs are fully supported.
No further letters on SNA review outcomes will issue until these engagements have concluded in the coming weeks.
The 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.
171. Deputy Mark Wall asked the Minister for Education and Youth to provide the most recent number of children in Kildare who are waiting to be allocated a special class place in a mainstream primary school; the number in Kildare who are waiting on a special class place in a mainstream secondary school; and if she will make a statement on the matter. [13349/26]
View answer172. Deputy Mark Wall asked the Minister for Education and Youth to provide the most recent number of children in Kildare who are waiting to be allocated a special school place; and if she will make a statement on the matter. [13350/26]
View answerI propose to take Questions Nos. 171 and 172 together.
This 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.
Through the accelerated provision of additional special class and special school places over recent years, there are now over 30,000 students enrolled in special classes and special schools. 2,700 new places were created for the 2025/26 school year and these, together with the over 1,200 existing places due to students moving on from primary schools and post-primary schools, has meant that close to 4,000 specialist places were made available for the 2025/26 school year.
For the 2025/26 school year the National Council for Special Education (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.
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.
This notification process will provide the NCSE with critical information on children who continue to need a special class as they progress to post-primary level as well as details on students who require a place for the first time.
My department and the 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 began sanctioning new special classes last month, which is several months earlier than last year. 301 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. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class.
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.
173. Deputy Mark Wall asked the Minister for Education and Youth to provide the number of additional new Special Needs Assistants recruited in 2025; the number of additional new Special Needs Assistants recruited to date in 2026, in tabular form; and if she will make a statement on the matter. [13351/26]
View answer174. Deputy Mark Wall asked the Minister for Education and Youth to provide the number of Special Needs Assistants who have had their hours reduced or who have been let go from their role in 2025 and 2026, in tabular form; and if she will make a statement on the matter. [13352/26]
View answerI propose to take Questions Nos. 173 and 174 together.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. By the end of the 2026/27 school year, this number will be close to 25,000 across mainstream classes, special classes, and special schools.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period.
SNAs work as part of a whole-school team to support students with special educational needs. This team also includes nearly 22,000 special education teachers nationwide. The number of SNAs a school needs can change for different reasons, such as changes in student numbers, changes in individual care needs, or students moving from primary to post-primary school.
When the NCSE reviews SNA allocations, it looks closely at the care needs of students in each school. This helps make sure that SNA support goes where it is most needed. The role of the SNA is set out in DEY Circular 30/2014 and the NCSE process for SNA reviews is consistent with its provisions.
Every SNA review undertaken by the NCSE is a detailed and specific review of the care needs profile in that individual school. Where the NCSE identify during the review that the care needs have increased in an individual schools the necessary SNA resources to support those needs schools are provided.
Minister Naughton and I have listened carefully to all of the issues raised by parents and school communities in recent days. In light of concerns raised, we have paused the review of the SNA allocations.
Minister Naughton and I, as well as the Tánaiste and the Taoiseach, are engaging intensively to ensure that all of the concerns raised are really understood and children with special educational needs are fully supported.
No further letters on SNA review outcomes will issue until these engagements have concluded in the coming weeks.
The 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.
175. Deputy Mark Wall asked the Minister for Education and Youth to provide a breakdown of the schools in Kildare that have had their allocation of special needs assistants reduced for the following school year to date; the reduction in each school's allocation, in tabular form; and if she will make a statement on the matter. [13353/26]
View answerThe National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. By the end of the 2026/27 school year, this number will be close to 25,000 across mainstream classes, special classes, and special schools.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period.
SNAs work as part of a whole-school team to support students with special educational needs. This team also includes nearly 22,000 special education teachers nationwide.
The number of SNAs a school needs can change for different reasons, such as changes in student numbers, changes in individual care needs, or students moving from primary to post-primary school.
When the NCSE reviews SNA allocations, it looks closely at the care needs of students in each school. This helps make sure that SNA support goes where it is most needed. The role of the SNA is set out in DEY Circular 30/2014 and the NCSE process for SNA reviews is consistent with its provisions.
Minister Naughton and I have listened carefully to all of the issues raised by parents and school communities in recent days. In light of concerns raised, we have paused the review of the SNA allocations.
Minister Naughton and I, as well as the Tánaiste and the Taoiseach, are engaging intensively to ensure that all of the concerns raised are really understood and children with special educational needs are fully supported.
No further letters on SNA review outcomes will issue until these engagements have concluded in the coming weeks.
The 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.
