Written Answers Nos. 254-274
254. Deputy Jennifer Whitmore asked the Minister for Education and Youth whether her Department is aware that some secondary schools are requesting that parents purchase laptops or digital devices for senior cycle students at significant cost; the supports available for families who cannot afford these expenses; how this aligns with the objectives of the free schoolbooks scheme; and if she will make a statement on the matter. [23183/26]
View answerAs Minister for Education and Youth, I want to ensure that all children and young people have the opportunity of access to education that empowers them to thrive and realise their full potential.
Last year saw the introduction of the final phase of the free schoolbooks scheme, with the extension of the scheme to Senior Cycle students in post-primary schools in the Free Education Scheme. From the start of the current school year, for the first time, all children and young people enrolled in primary, special and post-primary schools in the Free Education Scheme were provided with schoolbooks and core classroom resources. Parents and guardians were not asked to purchase or to make a financial contribution to the school towards the cost of these items.
My department has published guidance for post-primary schools around the operation of the Post-primary Schoolbooks Scheme, in continued engagement with all stakeholders. Further information on the free schoolbooks scheme is available at www.gov.ie/schoolbookschemes.
With a total funding package of over €170 million available in 2025, the Schoolbooks Scheme continues to benefit almost one million children and young people and is helping to ease the financial burden facing families at back-to-school time.
Under the Education Act, the Boards of Management of Schools have responsibility for the day-to-day management of schools. Decisions regarding the use and deployment of digital technology in schools is therefore a matter for the Board of Management of each school in the context of their digital learning planning. Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices with cost and other implications being fully considered by the Boards of Management before a decision is made.
The Digital Strategy for Schools to 2027 does not mandate or prescribe the use of any particular devices or technologies in teaching and learning, and it is concerned with the deeper embedding of digital technologies in education, to develop digital literacy and competency, critical thinking, and enhance collaborative learning. it is not merely about replacing physical textbooks and resources with digital versions accessed via a digital device.
Under this current strategy a total of €170m has issued to schools, with the most recent tranche of funding of €35 million issued to all recognised primary, special schools and post-primary schools in January 2026. This funding can be used on ICT infrastructure as required in the schools and can provide for loan schemes for devices for students as appropriate.
255. Deputy Niamh Smyth asked the Minister for Education and Youth if she plans to introduce a new Gaelscoil (details supplied) in Cavan; if her Department have held any discussions on this to date; and if she will make a statement on the matter. [23188/26]
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.
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 ensure that every child has a school place. Demographic analysis indicates that currently, there is no unmet demand for post primary school places and accordingly, there are no plans to establish any new post primary schools in Cavan.
The department will continue to liaise with Cavan County Council 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.
256. Deputy Michael Murphy asked the Minister for Education and Youth the reason the NCSE refused full-time SNA support for a pupil (details supplied) in a primary school with ADHD and type 1 diabetes requiring continuous supervision; if she is aware that the current allocation of 0.83 hours per day is insufficient and is resulting in the child missing school time; the reason no formal notification or rationale issued in respect of this decision, including the closure of appeal ticket number; if she will request an urgent review of this case; and if she will make a statement on the matter. [23190/26]
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.
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 achieve their full potential.
257. Deputy Albert Dolan asked the Minister for Education and Youth the status of the request issued by the National Council for Special Education (NCSE) to a school (details supplied) to open a special class; when a decision will be made on this request; the timeline involved; and if she will make a statement on the matter. [23241/26]
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.
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 in January of this year, which is several months earlier than last year. 387 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. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Of the 387 new special classes, 256 are being established in primary schools and 131 in post-primary schools. New special classes are being established in every county with 19 new special classes confirmed for Galway so far. Further details on additional new special classes will be confirmed in the coming weeks.
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 achieve their full potential.
258. Deputy Roderic O'Gorman asked the Minister for Education and Youth the supports her Department is providing for a school (details supplied) as it undertakes the movement of the entire school from its current temporary location back to its permanent building between Wednesday 29 April 2026 and Friday 8 May 2026; and if she will make a statement on the matter. [23273/26]
View answerThe Deputy will be aware that a new 24- classroom primary school was built in the Dublin 15 area which was to be used in the first instance as decant accommodation for Tyrellstown ETNS and St Lukes National School while they are being remediated.
Following completion of remediation works in Tyrellstown ETNS, the plan was for the school to relocate to their own school at which stage St Lukes National School would then be decanted to Hollywoodrath.
I am pleased to confirm that the remediation and upgrade works are due to be completed in Tyrellstown ETNS by 24th April 2026. The temporary closure of the school during term time is necessary to facilitate its relocation back to its permanent accommodation.
In order to ensure a safe and orderly transition, the ETNS school will close for a short period of a few days. This will allow staff sufficient time to move materials, unpack resources, and properly set up classrooms to ensure that teaching and learning can resume without disruption.
The physical move is being managed on-site by the project managers and contractors overseeing the remediation works in conjunction with the school staff. My department is providing oversight and support to ensure the transition is delivered in a coordinated and effective manner, with minimal disruption to the operation of the school.
I appreciate that any closure during term time can be inconvenient, however, this brief period is necessary to support the delivery of improved facilities for both school communities.
259. Deputy Roderic O'Gorman asked the Minister for Education and Youth if staff (coordinators and project workers) for School Completion Programme clusters are allocated according to specific criteria; if so, the criteria that determines the number of staff that each School Completion Programme have assigned to it; and if she will make a statement on the matter. [23278/26]
View answer260. Deputy Roderic O'Gorman asked the Minister for Education and Youth if she will provide a list of all the School Completion Programme clusters in the country, outlining total population of school children within each cluster and the number of WTE coordinators and WTE project workers assigned to each cluster, in tabular form; and if she will make a statement on the matter. [23279/26]
View answerI propose to take Questions Nos. 259 and 260 together.
The School Completion Programme (SCP) is funded by my department via Tulsa Education Support Service (TESS) and is a central element of the DEIS (Delivering Equality of Opportunity in Schools) programme, a key policy initiative of my department to address concentrated educational disadvantage at school level, in a targeted and equitable way, across the primary and post-primary sector.
SCP delivers a range of local interventions in disadvantaged communities which support the retention of young people in education. The programme enables local communities to develop tailored strategies to maximise participation levels of those at risk of early school leaving in the education process. It entails targeting individual young people of school-going age, both in and out of school, and arranging supports to address inequalities in education access, participation and outcomes.
All DEIS Post Primary, DEIS Primary Urban Band 1 schools and DEIS Urban Band 2 Primary schools have access to additional supports under the SCP. The programme currently provides supports to around 800 schools, arranged in clusters, referred to as SCP projects. There are 121 projects nationwide and staffing levels vary across projects, dependent on cluster size.
TESS have operational responsibility for the SCP, with local projects operating under the management and direction of a Local Management Committee (LMC). The LMC is responsible for the oversight of the project delivery at local level, including the use of project resources, employment of staff, and accountability for public funds. The LMC determines allocation of staffing within their funding parameters, which will generally include one SCP Coordinator and a complement of a Project Worker(s), as determined by the local SCP.
With regard to the total population of school children enrolled in the participating schools within each cluster, it should be noted that SCP is a targeted support directed at those children and young people most at risk of early school leaving. Officials from my department will contact the Deputy directly once all requested information has been fully compiled.
261. Deputy Ruth Coppinger asked the Minister for Education and Youth for the reintroduction of a child to school (details supplied); the steps her Department is taking to reintroduce them into school; and if she will make a statement on the matter. [23282/26]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and for allocating supports to students with special educational needs. Enabling 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 the NCSE.
The Home Tuition Scheme provides funding towards the provision of a compensatory educational service for:
Pre-School Children with autism who meet the scheme’s eligibility criteria.
Children seeking a Special School or Special Class placement.
Students, enrolled in schools, with a significant medical condition, which has caused, and is likely to continue to cause, major disruption to their attendance at school.
Students, enrolled in schools, with school phobia and/or associated depression/anxiety, which has caused, and is likely to continue to cause, major disruption to their attendance at school.
It should be noted that home tuition is provided as an interim measure and should not be regarded as an optional alternative to a school placement.
With regard to the child referenced by the Deputy, the Special Educational Needs Organiser (SENO) is in contact with the parents concerned and is assisting them with the Home Tuition application process. Once my Department receives the application, officials have committed to prioritising it to ensure that home tuition can be put in place as soon as possible.
In the meantime, the SENO remains available to assist the parents with their child’s special educational needs.
My Department and the NCSE are committed to delivering an education system of the highest quality, where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
262. Deputy John Paul O'Shea asked the Minister for Education and Youth her Departments involvement with the promotion of the Erasmus + Programme in schools and youth organisations; and if she will make a statement on the matter. [23285/26]
View answerThe National Agency for the implementation of the Erasmus+ Programme in Ireland is Léargas. Léargas is responsible for the promotion and implementation of the Erasmus+ programme at national level.
While the department does not take a direct role in the promotion of the Erasmus+ Programme, it fully supports the implementation of the Erasmus+ programme and its promotion through funding of Léargas.
In 2026, the department allocated €850,132 to Léargas to support the implementation of EU youth programmes, including Erasmus+ and European Solidarity Corps.
This includes €137,843 to support increased finance support and outreach capacity within the Léargas youth team, in line with the commitment in Action 17 in Opportunities for Youth: National Strategy for Youth Work and Related Services 2024 – 2028 to enhance participation in the EU Youth Programmes. It is also anticipated that this additional funding will support Léargas’ increased activity in the youth field in preparation for and during Ireland’s Presidency of the EU Council this year.
263. Deputy Michael Murphy asked the Minister for Education and Youth to provide an update on the status of the revised change order submission relating to roof works at a school (details supplied); and when a final decision is expected. [23291/26]
View answerThe school referred to was approved to enter the department’s pipeline of school buildings for a project providing 2 Mainstream Classrooms and 1 SET Room under the Additional School Accommodation Scheme. This project is devolved to the school authority for its delivery.
As the Deputy is aware, the Department received a change order request for roof works in Q2 2025. Following assessment, the Department advised that the request was not approved as it did not form part of the original brief. The school authority has since submitted supplementary information, which is currently under review. An update will issue once this review has been completed.
264. Deputy Malcolm Byrne asked the Minister for Education and Youth if she will consider reclassifying schools (details supplied) as DEIS Band 1, given the needs of students at the schools; if she will agree to a review; and if she will make a statement on the matter. [23321/26]
View answerAddressing educational disadvantage is a key priority for me as Minister for Education and Youth. The DEIS programme is a key policy initiative for addressing educational disadvantage at school level.
The DEIS Strategy to 2035 and it’s first three-year implementation plan 2026 – 2028 were published by the Minister for Education and Youth, on the 25th of March. The focus over the life of the strategy is 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.
The strategy promotes equity across all schools and is supported by a full-year annual investment of €48 million. This is the biggest?full-year?investment?in targeted supports to address educational disadvantage since the establishment of the DEIS programme in 2006. In total, the measures announced will deliver over 400 additional roles, including approximately 350 teacher posts, benefiting approximately 700 schools nationwide.
The DEIS Strategy to 2035 sets out a whole-system, evidence-based approach to addressing educational disadvantage in all schools. It recognises that disadvantage exists across the system and aims to ensure every child and young person is supported to reach their full potential.
Immediate actions in the strategy include:
• The implementation of a new DEIS Plus scheme for 121 schools to address barriers to success and provide targeted supports at school level, where there is an extremely high concentration of children at risk of educational disadvantage in a school.
• Expansion of Home School Community Liaison supports to strengthen the connection between home, school and the community. This includes providing access to HSCL supports to some schools not in the DEIS programme and to some DEIS rural schools.
• Increases to DEIS grant funding for schools where the demographic profile of the children in the school has changed.
• Strengthened wellbeing, inclusion and community partnership supports.
• Increases in leadership posts to enhance leadership allocations
• Additional community link workers to work with minority groups.
• Increased capitation funding and additional supports for teacher professional learning.
• The development of a robust monitoring and evaluation framework with annual reporting.
The strategy will be delivered through three phased implementation plans to 2035.
The strategy aims to move to a more flexible model of supports, meaning that over time schools will get the resources that reflect their level of need at a particular time, to better reflect the ever-changing nature of our schools. Therefore, there is a focus on improving the data on which decisions are made in relation to the allocation of resources and the need for banding will be reviewed over time. Instead of cut offs between bands the aim is that resources will be allocated where and when they are needed. These changes to the resource allocation model will be carefully managed over the lifetime of the strategy and any potential impacts on the educational outcomes of children and young people will be closely monitored.
The Department will continue to engage with schools, education partners and stakeholders throughout implementation. Annual progress reports will track delivery of the strategy and DEIS Plus scheme. Further information is available at gov.ie/deis.
265. Deputy Malcolm Byrne asked the Minister for Education and Youth when it is planned to have a review of DEIS banding. [23322/26]
View answerAddressing educational disadvantage is a key priority for me as Minister for Education and Youth. The DEIS programme is a key policy initiative for addressing educational disadvantage at school level.
The DEIS Strategy to 2035 and it’s first three-year implementation plan 2026 – 2028 were published by the Minister for Education and Youth, on the 25th of March. The focus over the life of the strategy is 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.
The strategy promotes equity across all schools and is supported by a full-year annual investment of €48 million. This is the biggest full-year investment in targeted supports to address educational disadvantage since the establishment of the DEIS programme in 2006. In total, the measures announced will deliver over 400 additional roles, including approximately 350 teacher posts, benefiting approximately 700 schools nationwide.
The DEIS Strategy to 2035 sets out a whole-system, evidence-based approach to addressing educational disadvantage in all schools. It recognises that disadvantage exists across the system and aims to ensure every child and young person is supported to reach their full potential.
Immediate actions in the strategy include:
• The implementation of a new DEIS Plus scheme for 121 schools to address barriers to success and provide targeted supports at school level, where there is an extremely high concentration of children at risk of educational disadvantage in a school.
• Expansion of Home School Community Liaison supports to strengthen the connection between home, school and the community. This includes providing access to HSCL supports to some schools not in the DEIS programme and to some DEIS rural schools.
• Increases to DEIS grant funding for schools where the demographic profile of the children in the school has changed.
• Strengthened wellbeing, inclusion and community partnership supports.
• Increases in leadership posts to enhance leadership allocations
• Additional community link workers to work with minority groups.
• Increased capitation funding and additional supports for teacher professional learning.
• The development of a robust monitoring and evaluation framework with annual reporting.
The strategy will be delivered through three phased implementation plans to 2035.
The strategy aims to move to a more flexible model of supports, meaning that over time schools will get the resources that reflect their level of need at a particular time, to better reflect the ever-changing nature of our schools. Therefore, there is a focus on improving the data on which decisions are made in relation to the allocation of resources and the need for banding will be reviewed over time. Instead of cut offs between bands the aim is that resources will be allocated where and when they are needed. These changes to the resource allocation model will be carefully managed over the lifetime of the strategy and any potential impacts on the educational outcomes of children and young people will be closely monitored.
The Department will continue to engage with schools, education partners and stakeholders throughout implementation. Annual progress reports will track delivery of the strategy and DEIS Plus scheme. Further information is available at gov.ie/deis.
266. Deputy Ken O'Flynn asked the Minister for Education and Youth if she is aware of a child in Cork (details supplied) that has been without a school place since October 2025; and if she will make a statement on the matter. [23327/26]
View answerTusla Education Support Service (TESS), which includes the statutory Educational Welfare Service (EWS), is under the remit of my department and operates under the Education (Welfare) Act, 2000. The primary role of the EWS is to ensure that every child either attends school regularly or otherwise receives a certain minimum education to ensure and secure every child’s entitlement to education.
Educational welfare officers (EWOs) are based throughout the country and work with children, young people and their families who are experiencing difficulty with school attendance; this is done through, home visits, educational welfare conferences and collaboratively working with different agencies. The main priority of the work is around the welfare of children and young people and to ensure that concerns around attendance are addressed before attendance becomes a crisis issue.
EWOs also support parents and guardians who are experiencing difficulty in securing a school placement for their child.
All referrals received by the EWS are screened and assessed by a senior educational welfare officer. A referral for a child without a school place is prioritised by the EWS and an EWO is assigned immediately to support families who are in this situation. It will remain an open case until such time as a school place is offered and accepted.
The child in question is an open and allocated case with the EWS. An EWO has engaged with the parents to provide advice and support and to assist in sourcing a school place for the child concerned. The child concerned is currently in receipt of home tuition under my department's Home Tuition Scheme.
267. Deputy Michael Cahill asked the Minister for Education and Youth if she will review a remote area boarding grant application in respect of a student (details supplied) from Killorglin, County Kerry; if she will clarify the criteria applied by her Department in determining that an alternative school within 25km is considered suitable for the purposes of eligibility for the remote area boarding grant; if she will take into account the transport difficulties involved for a 15-year-old student travelling daily from Killorglin to Tralee and the particular family circumstances outlined; if the application can be reconsidered; and if she will make a statement on the matter. [23328/26]
View answerThe purpose of the Remote Area Boarding Grant is to provide students who are disadvantaged because of their remoteness from schools an opportunity to attend school on the same basis as students not so disadvantaged.
The terms of this scheme are set out in Circular 0016/2016 which is published on the department’s website at - gov.ie - Remote Area Boarding Grant scheme (www.gov.ie)
Under the terms of the scheme, a second-level school is a school which is recognised by the department for the purpose of providing the prescribed certificate courses, which enters its students for the State examinations and is subject to inspection by the department.
As per the circular above, the pupil must be resident 4.8 km or more from a second-level school where suitable free second-level education is available, and be more than 3.2 km from a pick-up point on a transport service to such a school, and must be unable to obtain a place in a suitable second-level school within 25 km of his/her normal place of residence, and should provide written confirmation of same.
Pupils resident on off shore islands that do not have a school providing suitable free-second level education may also qualify for assistance under the scheme.
For pupils requiring an Irish medium education the outlined criteria will be applied to the nearest second-level school providing instruction through Irish.
The curriculum choices provided by a school (including the provision or otherwise of transition year) within 25 km of the applicant’s normal place of residence will not be a factor in the determination of eligibility for the award of a grant.
An applicant can contact the department to request a review of their application by emailing rabg@education.gov.ie.
268. Deputy Barry Heneghan asked the Minister for Education and Youth the extent to which financial literacy is currently delivered within the post-primary curriculum; the subjects and programmes through which it is provided; and whether her Department has assessed the proportion of students who receive structured financial literacy education; and if she will make a statement on the matter. [23338/26]
View answer269. Deputy Barry Heneghan asked the Minister for Education and Youth whether her Department has assessed the effectiveness of the current cross-curricular approach to financial literacy education at post-primary level, including in the context of national and OECD data on financial literacy; and if she will make a statement on the matter. [23339/26]
View answer270. Deputy Barry Heneghan asked the Minister for Education and Youth whether she is considering the introduction of a more structured or universal approach to financial literacy education at post-primary level, including the potential for a standalone module, subject or mandatory programme; and if she will make a statement on the matter. [23340/26]
View answerI propose to take Questions Nos. 268, 269 and 270 together.
As set out in the National Financial Literacy Strategy 2025-2029, many opportunities for financial literacy already exist across the school curriculum at Primary, Junior Cycle and Senior Cycle.
A new Primary Curriculum Framework was published in 2023, which includes a set of seven key competencies which are designed to empower children ‘to act and make decisions in relation to specific learning experiences, events, and situations. This includes ‘Being mathematical’ which supports the application of mathematical thinking and logic in the wider world.
2023 also saw the introduction of a new Primary Mathematics Curriculum where Money, as a stand-alone strand unit, provides an opportunity for children to incrementally develop an awareness of money and its uses and recognise the value of money and use notes and coins in meaningful contexts. The new Primary Mathematics Toolkit has also been published on curriculumonline.ie.
Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024-2033: Every Learner from Birth to Young Adulthood and five-year implementation plan, which was developed between the Department of Education and Youth and the Department of Children, Disability and Equality, is set across all stages of the learner's journey from early learning and care to post-primary school. It aims to promote the development of essential literacy, numeracy, and digital literacy skills, knowledge, and dispositions including successfully navigating the digital world. The strategy provides the vision that ‘Every learner, from birth to young adulthood, develops the necessary literacy, numeracy, and digital literacy skills to thrive and flourish as an individual, to engage and contribute fully as an ethical, active member of society and to live a satisfying and rewarding life’. Work is underway in relation to action 2.1.12 of the Strategy ‘Enable teachers to provide a focus on financial literacy across the curriculum at primary and post-primary level’.
The Department of Education and Youth and the Department of Finance jointly developed the "Financial Education in Schools: Guidelines for the Financial Services Industry". These guidelines provide the basis for primary, post-primary schools and financial services providers to form quality, inclusive and relevant educational links, aimed at improving financial literacy, financial resilience and overall financial wellbeing for children and young people.
Within the eight principles of the Framework for Junior Cycle, there is an explicit focus on financial wellbeing in Statement of Learning 14 where it refers to the student making ‘informed financial decisions and developing good consumer skills”. The eight key skills provide further opportunities for the development of financial wellbeing through a focus on being numerate, being literate and on setting and achieving personal goals and making considered decisions. In addition to these principles, a number of Junior Cycle programmes and subjects also provide for the development of specific financial literacy knowledge, understanding and skills. These include Mathematics, Business Studies and Home Economics, and Level 1 and Level 2 Learning Programmes, which target a very specific group of students with general learning disabilities.
The redeveloped senior cycle includes a focus on the development of student competencies, to support students become more engaged, enriched and competent, as they further develop their knowledge, skills, values and dispositions in an integrated way. As part of the redevelopment programme, a new TY Programme Statement was published in September 2024 by the National Council for Curriculum and Assessment (NCCA), which provides schools with a framework for developing their own bespoke TY programmes. In establishing its own distinctive programme content, the school takes into account the possibilities offered by local community interests. The Programme Statement provides a framework for schools to develop their own TY programmes within set guidelines and advocates four Student Dimensions as the core foundations upon which TY programmes should be designed, including those that may focus on financial literacy.
Schools can also offer students specific micro modules during TY. A TY micro-module is typically designed to provide a concentrated learning experience, within the parameters of the TY Programme Statement, to enhance the educational experience of students. They can be designed and delivered as standalone components or designed to be integrated with other TY components. TY micro-modules can be developed for a duration of up to 10, 20, or 30 hours, whilst having the flexibility for schools to decide on the most suitable balance of class contact time and self-directed, independent learning. Schools can offer micro modules that are designed by the NCCA or external providers, including those focussing on financial literacy developed by financial institutions and other financial interest groups.
As part of Senior Cycle Redevelopment, the curriculum and assessment arrangements for all Leaving Certificate subjects will be updated in line with a published schedule of subjects for redevelopment. Relevant examples of delivering financial literacy feature within revised specifications as part of this redevelopment.
A revised specification for Leaving Certificate Business was introduced into the national curriculum last September. Through their study of the subject, students learn how business is relevant to their own lives, and develop financial and business literacy. A specification for Life, Community and Work (formerly known as LCVP) is now published, and will be introduced into the curriculum for those starting fifth year in 2026. This specification is composed of two integrated modules: Me and my Future; and Community and Work.
In addition, the public consultation on the draft specification for Leaving Certificate Home Economics is available on the NCCA’s website until 17 April 2026. The draft specification features Family Resource Management, through which students learn about, for example, consumer empowerment and decision-making, and managing household finances.
The redevelopment of the Leaving Certificate Mathematics specification is intended to be introduced to schools in the 2027/28 school year. A public consultation on the Mathematics background paper and brief took place from 6 January 2025 to 28 February 2025 and a report on the consultation was published in May 2025. A further public consultation on the draft specification itself is intended to follow in due course.
As part of Senior Cycle Level 1 and Level 2 Learning Programmes, introduced for the first time in 2024, students have access to the curriculum area Numeracy at both levels. At Level 1, students explore and progress their understanding of money as they experience and attend to real-world situations where the use and the concept of money is applied. At Level 2, students are enabled understand the concept of number and money, how to quantify money, to conduct transactions confidently in their daily lives and appreciate the importance of managing money.
My Department will continue to support the Department of Finance and other stakeholders in regard to the implementation of the National Financial Literacy Strategy.
271. Deputy Barry Heneghan asked the Minister for Education and Youth to provide a status update on the planned science labs for a school (details supplied);; and if she will make a statement on the matter. [23341/26]
View answerThe purpose of the Climate Action Summer Works Scheme (CASWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis that, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The CASWS operates on a multi-annual basis across a number of categories of works. The new CASWS closed for applications on the 30th June 2025 and a total of 1,430 schools made applications under the scheme.
In November 2025, my colleague the former Minister, Helen McEntee TD, announced the first tranche of approvals under the new Climate Action Summer Works Scheme (CASWS). 297 projects were approved to proceed in 2026, this included 99 remaining projects from the previous Summer Works Scheme. Included in the approvals for 2026 was the school in question.
All approved schools have been contacted by my department and informed as to next steps in order to progress their projects and my department will continue to engage with the schools in order to ensure their projects, in so far as possible, are completed in 2026.
Full details of the new CASWS, Circular (0029/2025) for the scheme and guidance documents for schools can be found at the below link:
www.gov.ie/en/department-of-education/services/summer-works-scheme/
272. Deputy Thomas Gould asked the Minister for Education and Youth the spend to date on the school attendance campaign; and the overall expected spend. [23356/26]
View answerTusla Education Support Service (TESS) is under the remit of my department and operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands namely the statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison (HSCL) scheme and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, parents and guardians and other relevant services to achieve the best educational outcomes for children and young people.
In May 2025, the then Minister for Education and Youth announced a comprehensive suite of targeted and universal actions to improve school attendance. Among the key initiatives was a national multimedia campaign, developed by my department and TESS in consultation with key stakeholders.
The campaign “Every School Day is a New Day” was launched in September 2025 to raise awareness of the school attendance issue with parents and guardians, to communicate the many positive benefits that daily attendance at school provides for our children and young people and to signpost the available supports for schools, parents and guardians.
Campaign activity included video advertisements across television, on-demand streaming services, cinemas and social media, advertisements on billboards, bus shelters, airports, service stations; radio advertisements across local and national radio stations; print advertisements in local and national newspapers; and a sponsored feature in the Children’s Health & Wellbeing supplement of the Irish Independent.
A second phase of the “Every School Day is a New Day” campaign began in early March 2026, and will continue through to 30 March 2026, with ads running across television, radio, digital, social media and out of home. My department and TESS developed two new radio ads, one aimed at parents and guardians of primary school children, and the second aimed at parents and guardians of post-primary school students. All other formats of the advertisement used for phase 2 were existing creatives from the first phase of the campaign.
The costs of the first and second phases of the school attendance campaign “Every School Day is a New Day” are as follows:
|
|
Phase 1 Campaign Costs |
|
Creation of ads across all media, licensing of talent, distribution fees |
€ 204,032.28 |
|
Advertising space purchase across all media |
€ 356,200.19 |
|
TOTAL: |
€ 560,232.47 |
|
|
Phase 2 Campaign Costs |
|
Creation of radio ads, further licensing of talent, and media distribution fees |
€ 51,849.12 |
|
Advertising space purchase across all media |
€ 490,931.92 |
|
TOTAL: |
€ 542,781.04 |
273. Deputy Michael Cahill asked the Minister for Education and Youth the reason in certain cases, an official from the National Council for Special Education does not visit a school applying for a special class placement to assess the suitability of its facilities; and if she will make a statement on the matter. [23357/26]
View answer274. Deputy Michael Cahill asked the Minister for Education and Youth the person or body responsible for determining which schools are awarded special classes through the National Council for Special Education; the criteria used in making such determinations; and the measures in place to ensure transparency in this decision-making process. [23358/26]
View answer275. Deputy Michael Cahill asked the Minister for Education and Youth the full criteria used by the National Council for Special Education when assessing applications from schools seeking a special class; and the plans to publish or further clarify these criteria to improve transparency. [23359/26]
View answerI propose to take Questions Nos. 273, 274 and 275 together.
Enabling 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).
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. 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.
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 in January of this year, which is several months earlier than last year. 387 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks.
The information held on the department's Geographical Information System (GIS), particularly in relation to student demographics, is a key component when forecasting the need for additional special class and special school places. My department and the NCSE have undertaken analysis of the trends in special class and special school provision over recent years by county and local school planning area. In total there are 314 local school planning areas.
My department and the NCSE identify the need for special educational provision with consideration to demographical and statistical data and in regard to an areas existing school provision and future capability. In addition, part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education that meets their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.
The NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest. However, it is not always possible to open a special class in every school that expresses an interest.
The NCSE acknowledge that circumstances may change, and these schools will remain as potential options for future 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.
