Willie O'Dea
Question:31. Deputy Willie O'Dea asked the Minister for Education and Youth for an update on the rollout of special classes. [29163/26]
View answerSpecial Educational Needs
Questions (31)
Written answers
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).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided.
This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
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. 432 have been sanctioned to date and 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 432 new special classes, 286 are being established in primary schools and 146 in post-primary schools.
Five inclusive special classes have been sanctioned as part of a new approach to supporting students with additional needs. This builds on good practice that helps students with additional needs learn alongside other students in mainstream classes, while also having time during the day to receive extra support in a special class. It formalises good practices already in place in many schools and aligns with national policy developments on inclusive education.
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.
Special Educational Needs
Questions (32)
Pádraig O'Sullivan
Question:32. Deputy Pádraig O'Sullivan asked the Minister for Education and Youth if there is sufficient budget, capacity and time to ensure that all children with a special educational need will have an appropriate school place this September; and if she will make a statement on the matter. [29069/26]
View answerWritten answers
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).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
In 2026, over €3 billion will be spent supporting students with special educational needs. It will ensure that specialist capacity continues to grow by providing 3,000 specialist places. The majority of these places will be available in special classes within mainstream schools. It will increase our special educational posts by 860 special education teacher and over 1,700 special needs assistant (SNA) posts. This will mean we will have almost 46,000 professionals dedicated to supporting students with special educational needs in our schools. This is one of the highest annual increases in posts to date and is a firm reminder of this government’s commitment to supporting 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. 432 have been sanctioned to date and more new special classes will be confirmed in the coming weeks.
Details of the new special classes are available on the NCSE website.
Five inclusive special classes have been sanctioned as part of a new approach to supporting students with additional needs. This builds on good practice that helps students with additional needs learn alongside other students in mainstream classes, while also having time during the day to receive extra support in a special class. It formalises good practices already in place in many schools and aligns with national policy developments on inclusive education.
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.
Schools Building Projects
Questions (33)
Martin Kenny
Question:33. Deputy Martin Kenny asked the Minister for Education and Youth if she will give an update on the application for extra facilities at a school (details supplied).; and if she will make a statement on the matter. [29021/26]
View answerWritten answers
The school referred to by the Deputy was approved to enter my Department's pipeline for school building projects under the Additional School Accommodation (ASA) Scheme to provide eleven general classrooms, three SET rooms, one multimedia room, one textiles room, one science lab and prep area, three classroom SEN base and the removal of three prefabs. The project is devolved to Mayo Sligo Leitrim Education and Training Board (MSLETB) for delivery.
This project is currently at Stage 1 Preliminary design stage. Project timelines were impacted by the requirement to complete a site acquisition, which was undertaken by MSLETB.
A Stage 1 report was received in January 2026 which is currently under review from a technical and cost perspective. All school building projects, including this one, will undergo the necessary due diligence outlined in the Infrastructure Guidelines. Managing timing, scope, and cost is crucial to ensuring that the overall school building programme remains within the funding parameters.
My department has a strong track record of delivering the Government’s School Building Programme with over €6 billion invested since 2020.
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 sets out my department’s approach to prioritised investment in school infrastructure. There is a strong focus in the plan on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
The project at the school in question forms part of this overall pipeline of school building projects that will continue to be managed in line with available NDP funding.
Schools Building Projects
Questions (34)
John Paul O'Shea
Question:34. Deputy John Paul O'Shea asked the Minister for Education and Youth for an update on the status of the capital project at a school (details supplied); and if she will make a statement on the matter. [28744/26]
View answerWritten answers
The school referred to by the Deputy was approved to enter my Department's pipeline for school building projects under the Additional School Accommodation (ASA) Scheme to provide one Music room, one Construction room with prep area, and one Home Economics room, The project has been devolved for delivery to the school authority.
A Stage 2b (post planning) report was received in July 2025 which is currently under review from a technical and cost perspective. All school building projects, including this one, will undergo the necessary due diligence outlined in the Infrastructure Guidelines. Managing timing, scope, and cost is crucial to ensuring that the overall school building programme remains within the funding parameters.
My department has a strong track record of delivering the Government’s School Building Programme with over €6 billion invested since 2020.
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 sets out my department’s approach to prioritised investment in school infrastructure. There is a strong focus in the plan on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
The project at the school in question forms part of this overall pipeline of school building projects that will continue to be managed in line with available NDP funding.
Schools Building Projects
Questions (35)
Malcolm Byrne
Question:35. Deputy Malcolm Byrne asked the Minister for Education and Youth for an update on the planned capital project for a school (details supplied). [29013/26]
View answerWritten answers
The project referred to by the Deputy is devolved for delivery to Waterford and Wexford Education and Training Board (WWETB).
The project brief is to provide an extension to the existing school building, as well as the appropriate refurbishment of those existing buildings to be retained for ongoing educational use.
The project is currently at Stage 2b of the architectural process, which allows for detailed design/planning, obtaining the necessary statutory permissions and the preparation of tender documents.
WWETB will be engaging directly with the school authority to keep it informed of progress.
All projects, including this one, are subjected to the required due diligence as specified in my Department's infrastructure guidelines.
Since 2020, my department has invested over €6.7 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects along with over 4,000 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goal. In addition, repurposing and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. Circa 80% of new special classes in 2025/26 are being facilitated in repurposed classroom accommodation.
Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities.
In July the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
The NDP Implementation Plan for the Education and Youth sector along with the first tranche of projects to progress to tender and/or construction during 2026 and 2027 was published in January 2026. This NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
The current status of all projects is set out under item number ten at the following link (www.gov.ie). This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
Special Educational Needs
Questions (36)
James O'Connor
Question:36. Deputy James O'Connor asked the Minister for Education and Youth for an update on the rollout of special classes in Cork east. [29170/26]
View answerWritten answers
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).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
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. 432 have been sanctioned to date and more 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.
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 432 new special classes, 286 are being established in primary schools and 146 in post-primary schools. New special classes are being established in every county with 52 confirmed for Cork so far.
Five inclusive special classes have been sanctioned as part of a new approach to supporting students with additional needs. This builds on good practice that helps students with additional needs learn alongside other students in mainstream classes, while also having time during the day to receive extra support in a special class. It formalises good practices already in place in many schools and aligns with national policy developments on inclusive education.
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.
Mental Health Services
Questions (37)
Eoghan Kenny
Question:37. Deputy Eoghan Kenny asked the Minister for Education and Youth the engagement her Department has had with a project (details supplied); if she will have a meeting with the group; and if she will make a statement on the matter. [28887/26]
View answerWritten answers
My department is very aware of the great work of the Shona Project in supporting and empowering teenage girls.
The 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 atwww.gov.ie/en/department-of-education/campaigns/wellbeing-in-education/ and informs the department’s extensive and ongoing work in the area of student wellbeing. A dedicated wellbeing portal brings together all the wellbeing supports and resources that have been developed by the Department and the Department’s support service.
Neart – the Irish word for strength, is the national programme of mental health and wellbeing resources and training for post-primary schools that is delivered by Jigsaw in partnership with NEPS. The programme provides supports to students, parents and school staff. Supports for students include learning opportunities that promote mental health and wellbeing. For parents it provides psychoeducation on the promotion of wellbeing/mental health via webinars, e-learning opportunities and a new podcast series. Neart has delivered a suite of live webinars and eLearning courses for school staff, live masterclasses for student support teams (SSTs), eLearning train the trainer courses for teacher-led classroom-based workshops for students. The Neart webpage jigsaw.ie/neart/ provides all the relevant information about the programme of supports and what’s on offer throughout the 2025/26 school year.
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.
Schools have autonomy to decide programmes and initiatives and we continue to advise schools to refer to the following circulars if considering collaboration with external organisations or facilitators:
Circular 0042/2018 (primary) and Circular 0043/2018 (post-primary) Best Practice Guidance for schools in the use of programmes and/or external facilitators in promoting wellbeing, consistent with the Department of Education and Youth's Wellbeing Policy Statement and Framework for Practice.
Schools can choose programmes and resources which meet the specific needs of their own context. It is a matter for the management of each school to decide on the appropriateness of seeking external facilitators in promoting wellbeing.
The Department has initiated a Wellbeing Policy and Implementation Plan Review and broader stakeholder engagement process to consult on a successor to the current Wellbeing in Education Policy.
This review had three distinct phases:
Internal Review –collected and collated feedback from key implementation stakeholders to ascertain 1) progress and achievements to date, 2) challenges encountered, 3) key learnings, 4) recommendations for next steps. This is complete.
Literature Review - the wellbeing office commissioned the ESRI to undertake a Literature review on wellbeing promotion. This is now complete and the ESRI published their findings on 20 January 2026. The publication is available here www.esri.ie/publications/supporting-student-wellbeing-in-school-contexts-a-narrative-review. The review focused on:
i. The strengths of the Irish system
ii. Areas for improvement in the Irish system
iii. International evidence of best practice
iv. Measuring and monitoring wellbeing
Stakeholder Consultation – A broader stakeholder engagement process will soon 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 are communicating with stakeholders to include them in the consultation process, that will lead to the new Wellbeing Policy and Implementation Plan going forward.
Shona Project will be included in these consultations.
Disabilities Assessments
Questions (38)
Ruairí Ó Murchú
Question:38. Deputy Ruairí Ó Murchú asked the Minister for Education and Youth the progress being made to create an alternative to the assessment of needs reports; and if she will make a statement on the matter. [28204/26]
View answerWritten answers
The Assessment of Need (AON) process is provided for under the Disability Act 2005 and is under the remit of the Health Service Executive (HSE). Assessment Officers working under the remit of the HSE are charged with organising the process which results in an Assessment of Need. The Assessment Officer coordinates and completes the Assessment Report and a determination is made as to whether or not a child or young person meets the definition of disability contained in the Act. Revisions to the AON process are a matter for the HSE in tandem with the Department of Children, Disability and Equality.
It is also important to note that while a diagnosis is currently required to access a special class or a special school, this does not have to be linked to an Assessment of Need.
School Staff
Questions (39)
Darren O'Rourke
Question:39. Deputy Darren O'Rourke asked the Minister for Education and Youth to provide an update on the SNA redeployment scheme, workforce development plan and review of the 2014 circular; and if she will make a statement on the matter. [29044/26]
View answerWritten answers
I acknowledge the vital contribution that the more than 23,000 Special Needs Assistants make to the educational experience and overall wellbeing of students in our schools
My department, through the dedicated Special Needs Assistant Workforce Development Unit, is finalising the first Special Needs Assistant Workforce Development Plan. This plan provides a comprehensive framework for understanding and supporting the SNA role and will introduce a series of policy developments to strengthen clarity, direction and consistency within the workforce.
The plan is structured around five key pillars:
Pillar 1 - Review and development of the SNA role
Pillar 2 - Establishment of a quality framework
Pillar 3 - Establishment of an SNA learning and development programme
Pillar 4 - Supporting SNA recruitment, retention, and diversity
Pillar 5 - Development of a communications strategy
Work to date on the plan has involved significant research and collaboration including consultation with SNAs and other stakeholders including school management bodies, Fórsa the trade union representing SNAs, school staff, parents and children and young people over the last two years. This collaboration includes 55 meetings of these working groups which examined every facet of the SNA role with a view to enhancing support to children with special educational needs. I also met with these stakeholder groups and 27 SNAs in a day long engagement to discuss this important work.
Key outputs from the SNA Workforce Development Plan include a new circular on the role of the SNA, a SNA Redeployment scheme and a review of the SNA employment contract. I am pleased to confirm that the drafting of the plan, circular on the role and the SNA Redeployment Scheme are now at an advanced stage, and it is intended that all will be published shortly.
Further updates will be published on the SNA Information Hub on www.gov.ie in due course.
Educational Disadvantage
Questions (40)
Matt Carthy
Question:40. Deputy Matt Carthy asked the Minister for Education and Youth the process for a school to appeal a negative decision in relation to applications for DEIS status. [28419/26]
View answerWritten answers
Addressing educational disadvantage in all schools is a key priority for me as Minister for Education and Youth. 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.
I recently announced the DEIS Strategy to 2035 which is the first long-term, whole-system approach to addressing educational disadvantage. This strategy recognises education as central to breaking cycles of disadvantage, expanding opportunity, and ensuring long-term security. It sets out a more flexible model of support, so that resources are aligned with each school’s level of need as it changes over time.
The strategy also acknowledges that students at risk of educational disadvantage are present in all schools. It therefore focuses on improving outcomes, encouraging innovation, and ensuring schools can access the right supports when needed. The DEIS Strategy to 2035 sets out actions under the strategic objective 2.2, to develop an agile resource allocation model to support children and young people at risk of educational disadvantage in all primary and post-primary schools. These actions focus on the continued enhancement of the data available to measure school level disadvantage and for the development of a more flexible resource allocation model that can react to change in school needs and provide the right resources at the right time. The increase in DEIS Grant and HSCL allocation for schools in the DEIS programme, and the allocation of HSCL on a pilot basis to a selection of schools that are not in the DEIS programme is a first step in the move to that more dynamic model. No schools are losing resources in relation to this work.
As work continues on these actions, we will continue to work closely with schools and the education stakeholders. Any future allocation of resources will be considered over the lifetime of the DEIS Strategy to 2035 and in the context of available resources.
There are also a range of universal supports available to all schools to support children and young people at risk of educational disadvantage. These include:
• National Educational Psychological Service (NEPS) provides educational psychological service to all primary and post-primary schools and special schools to support the well-being, academic, social and emotional development of all learners.
• The Special Education Teaching (SET) allocation provides a unified allocation for special education support teaching needs to each school based on each school’s educational profile and also encompasses an element of English as an additional language (EAL) support allocation. Under this SET model, schools are frontloaded with resources to provide support immediately to those pupils who need it without delay.
• Free schoolbooks are provided to all children and young people in the free education system.
• Inspectorate support helps improve education provision for all children and young people. They promote best practice and school improvement by advising teachers, principals and boards of management in schools.
• Through the Department of Social Protection, the School Meals Programme provides regular, nutritious food to children to support them in taking full advantage of the education provided to them. The Hot School Meals Programme is available to all primary schools, meaning that approximately 3,700 schools and organisations and 682,000 children are now eligible for the Schools Meals Programme.
Schools Building Projects
Questions (41)
Michael Murphy
Question:41. Deputy Michael Murphy asked the Minister for Education and Youth the current status of the revised stage 2A submission for additional accommodation at a school (details supplied); the reason the project has not progressed beyond stage 2A despite being in development for over a year; when a decision will issue on the revised submission lodged in March 2026; whether the project is being considered for inclusion in the next tranche of prioritised school building projects under the National Development Plan; and if she will make a statement on the matter. [25630/26]
View answerWritten answers
The school referred to by the Deputy was approved to enter my Department's pipeline for school building projects under the Additional School Accommodation (ASA) Scheme to provide two mainstream classrooms. The project has been devolved for delivery to the school authority.
A Stage 1/2a report was received in November 2025. Following an initial review, the Department issued comments and recommendations to the school authority, requesting that these be addressed and a revised report was requested. The revised Stage 2a report was received in March 2026 and is currently under review. As with all school building projects, this project will be subject to the necessary due diligence outlined in the Infrastructure Guidelines. Managing timing, scope, and cost is crucial to ensuring that the overall school building programme remains within the funding parameters.
My department has a strong track record of delivering the Government’s School Building Programme with over €6 billion invested since 2020.
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 sets out my department’s approach to prioritised investment in school infrastructure. There is a strong focus in the plan on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
The project at the school in question forms part of this overall pipeline of school building projects that will continue to be managed in line with available NDP funding.
Youth Services
Questions (42)
Darren O'Rourke
Question:42. Deputy Darren O'Rourke asked the Minister for Education and Youth the actions she is taking to strengthen the local youth club grant scheme, as per the commitment in the Programme for Government; the number of clubs, per county, that receive funding in 2026; the number of young people enrolled in clubs, per county; and the number of first time grant applications in 2025 and to date in 2026, per county. [29046/26]
View answerWritten answers
Funding for the Local Youth Club Grant Scheme (LYCGS), a key universal support for volunteer-led youth work and has increased by 32% from €2.1 million in 2020 to almost €2.8 million in 2026.
Funding is distributed by the Educations and Training Boards (ETBs) which administer the scheme at a local level. ETBs are now permitted to allocate up to 10% of their scheme allocation to provide enhanced training and capacity-building supports for club leaders and volunteers. This includes training in first aid, child safeguarding, health and safety, and other skills essential to the safe and effective operation of youth clubs. These supports are particularly valuable for independent, stand-alone clubs.
The scheme has also been strengthened by the introduction the Volunteer Activation Fund - an initiative designed to enhance the recruitment, retention, and support of volunteers who are vital to the delivery of universal youth services. A total of €650,000 was made available in 2024/2025 and increased funding is available to support this initiative in 2026. €850,000 has been allocated to this fund for 2026, and applications are currently being assessed. Recipient youth organisations have focused on initiatives to recruit new volunteers, support and retain existing volunteers and develop essential training materials. These volunteers are an integral component of existing clubs and the creation of new clubs.
Funding for 2026 has been allocated to the sixteen ETBs and the application and award of grants to clubs is currently in process. It is not possible at this stage to provide data on the scheme for 2026 and the data for 2025 for all sixteen ETBs is currently being compiled within the department. Consolidated data from 2024 indicates that over 62,000 young people attended funded clubs and there was an increase of 25 clubs in receipt of funding from 2023 to 2024.
Number of young people attending youth clubs and number of funded youth clubs within each Education and Training Board functional area in 2024
|
ETB |
No of Young People attending Clubs/Groups |
Total no of Clubs/Groups receiving grant funding |
|
Cavan Monaghan |
5,370 |
78 |
|
City of Dublin |
8,039 |
102 |
|
Cork |
10,971 |
165 |
|
Donegal |
4,109 |
66 |
|
Dublin Dun Laoghaire |
5,089 |
102 |
|
Galway Roscommon |
4,772 |
82 |
|
Kerry |
1,477 |
39 |
|
Kildare Wicklow |
2,899 |
70 |
|
Kilkenny Carlow |
1,179 |
32 |
|
Laois Offaly |
1,234 |
34 |
|
Limerick Clare |
3,759 |
73 |
|
Longford Westmeath |
1,404 |
33 |
|
Louth Meath |
3,671 |
90 |
|
Mayo Sligo Leitrim |
3,734 |
65 |
|
Tipperary |
1,201 |
29 |
|
Waterford Wexford |
3,723 |
75 |
|
Total |
62,631 |
1,135 |
Schools Building Projects
Questions (43)
Peter Roche
Question:43. Deputy Peter Roche asked the Minister for Education and Youth when national schools in Galway east, including Dunmore and Carrabane among others, can expect their approved building projects to break ground, given ongoing concerns regarding the condition of existing facilities for students; and if she will make a statement on the matter. [29100/26]
View answerWritten answers
I would like to thank the Deputy for the question.
Since 2020, my department has invested over €6.7 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects along with over 4,000 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goal.
In addition, repurposing and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration.
With regards to the two school projects specified in your request:
Scoil Nioclás Naofa Dunmore
All applications from schools for major capital works must be considered in the context of capacity requirements and climate action commitments. The plan for identifying opportunities to transform existing schools at national scale will be informed by the outcome of an Energy and Condition survey of all schools which is due for completion this year. The subsequent analysis of this significant amount of data will help determine priorities going forward in relation to retrofit and refurbishment projects. The process may ultimately identify a requirement for the replacement of some accommodation, but this is not expected to be widespread. This overall process is particularly valuable in facilitating a proportionate assessment of a school’s accommodation upgrade needs relative to all other schools and allow an effective prioritisation of capital investment.
The accommodation needs at Scoil Nioclás Naofa Dunmore will be considered as part of process, in consultation with the school’s patron and school authorities. Any interim requirements will be considered by the Department in the normal manner (e.g. Emergency Works Scheme).
St Josephs NS, Carrabane
The project brief for St Josephs NS, Carrabane is to provide for the construction of a replacement 8 classroom primary school and accommodation, including two classrooms, for children with special educational needs. Planning permission for the project expired in 2024 and an extension of Planning Permission was required. This extension was granted by the Local Authority in late August 2025. This project is currently at Architectural Planning Stage 3 – Tender Action and Award. Given the passage of time since tenders were returned the department liaised with the design team architect to confirm if the recommended contractor was willing to stand over their tender. The successful contractor has since notified the design team architect and the department of their withdrawal from the project. The department is now taking the necessary steps to progress the project and is continuing to engage with St Joseph’s Special School, Carrabane with respect to the progression of its project to construction.
The department is currently liaising with the design team architect to follow up with the next recommended tenderer if they are willing to stand over their tender, while ensuring that procurement rules are being adhered.
The current status of all projects, including those in County Galway, is set out under item number ten at www.gov.ie This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
Earlier this year, I published a list of the 105 school building projects to proceed to construction or tender over 2026 and 2027 as part of the first tranche of our NDP Sectoral Investment Plan. This list includes 10 projects in County Galway, of which 5 are in Galway East. Additionally, 20 schools, including 10 in Galway East, are approved to undergo works as part of the Climate Action Summer Works scheme this summer.
These projects are in addition to the €256 million in capital funding since 2020 for schools in County Galway, of which €134 million was for Galway East schools. Over that period, a total of 88 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation which includes 46 schools in Galway East.
There are also currently 17 school projects in County Galway under construction of which 12 are in Galway East.
In addition, since 2020 a total of 101 special classes have been opened in Galway, of which 9 were sanctioned in Galway East for September 2026.
Education Costs
Questions (44)
Cathy Bennett
Question:44. Deputy Cathy Bennett asked the Minister for Education and Youth her proposals to address the increased costs borne by parents putting through primary and secondary education in the 2026-2027 academic year. [29130/26]
View answerWritten answers
I understand that for many parents, the start of a new school year can be a financially stressful time - new uniforms, transport costs - all arriving at once. That is why this Government has made affordability a central focus of our education policy.
Since the publication of Circular 32/2017, my department has made it clear that schools should take steps to ensure uniforms are affordable and accessible to all families. These measures aim to make a real difference, but we recognise that more can be done.
I am pleased to confirm that work has commenced on updating this circular, as committed to in Education Plan 2025, and the revised circular will put greater emphasis on reducing costs for parents. A working group has been established and my department is working with the education partners to progress this matter.
The current circular sets out the principles of cost-effective practice to be adopted by schools to reduce the cost of returning to school.
Under these measures, schools should select school uniform items which are generic and can be purchased from a range of retailers. Only "iron on" or "sew on" crests should be used.
Schools should provide parents with a list of all required items and indicate the likely costs of these required items at best value stores. Where an exclusive supply arrangement applies, it should be tendered for regularly.
Schools should also consult with parents as to their views on how to reduce costs.
My department is also progressing the Education (Student and Parent Charter) Bill, which will strengthen engagement between schools, parents and students, including on issues such as school costs and uniform policies.
The overall aim of the Bill is to improve the level of engagement between the school community by inviting feedback, comment and observation from the school community and by further developing a listening culture in schools.
As 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. The free Schoolbooks Scheme will benefit almost one million children and young people enrolled in recognised schools in the Free Education Scheme in 2026. It will help to ease the financial burden facing families at back-to-school time.
In Budget 2025, it was announced that the Hot School Meals Scheme (administered by the Department of Social Protection) would be extended to all primary schools, from September 2025. There are currently 3,200 schools and 550,000 children eligible for the Hot School Meals Programme.
These measures are all part of my department’s, and this Government’s, ongoing commitment to reduce financial pressure on families and ensure every student is supported to achieve their full potential.
School Staff
Questions (45, 92)
Eoghan Kenny
Question:45. Deputy Eoghan Kenny asked the Minister for Education and Youth to clearly outline where the €19 million for additional SNA’s will come from to allow the current SNA’s remain in their positions as-well as appointing new SNA’s to schools where schools presented with a need; the communication that has happened with the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation in relation to the €19 million; if no other cuts will be made to any section of her Department to make up for this €19 million; and if she will make a statement on the matter. [28884/26]
View answerEoghan Kenny
Question:92. Deputy Eoghan Kenny asked the Minister for Education and Youth when the €600 million overspend within her Department was identified; the controls that failed to identify this overspend; the consequences of same; what the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation has informed her of in relation to allowing this overspend to occur; the rationale behind the increase in school transport costs and the return of the State examination fees; if they are linked to the overspend; and if she will make a statement on the matter. [28886/26]
View answerWritten answers
I propose to take Questions Nos. 45 and 92 together.
On 21 April, the Government agreed to provide additional funding of €646 million to the Department of Education and Youth to help ensure that high-quality education services are maintained for children and young people across the country. This agreement is ultimately subject to Dáil approval and will bring the 2026 budget for the Department of Education and Youth to €14.1 Billion.
There is to be no reduction to other education and youth services on foot of the additional funding agreed. Any queries in relation to the approach to overall Government funding should be directed to the Minister for Public Expenditure, Infrastructure, Public Service Reform and Digitalisation.
This will put the Department in a more financially sustainable position to meet the needs of a highly demand-led sector across the education sectors of almost 4,000 schools, a workforce of over 112,000 and almost 1 million children and young people and, in particularly, for special education where the need has grown significantly. The addition funding agreed includes provision of €19m for additional SNAs to support children and young people with special educational needs in our schools and provision of additional special classes to meet demand.
Demand for education services has grown significantly in recent years. In the past five years alone, there have been 38,000 additional students. There has also been a major increase in the number of children with additional needs. Today, one in four children, or around 240,000 children, require extra supports. This has led to a very large expansion in special education services.
My Department works closely with the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation on expenditure matters. Over recent years, Government has provided significant additional investment in education, including funding for pay, capital projects, school transport, reduced class sizes, and expanded special education supports along with crisis related funding in response to Covid, Ukraine and the cost-of-living. It is a shared aim to ensure the education and youth sectors are put on a sustainable fiscal footing going forward.
There has been a range of internal and external financial reviews carried out my Department. There is no evidence arising from these reviews of financial mismanagement in the Education and Youth Vote that has a proven track record of accurately forecasting the costs required to appropriately fund the education sector. Furthermore, the International Monetary Fund (IMF) conducted an assessment in 2025 and found that education in Ireland to be “at or close to the frontier” when it came to public spending efficiency when compared across other OECD, EU and peer countries.
In relation to school transport costs, between 2019 to 2025 demand for school transport has grown significantly, with the number of students using the scheme rising from over 120,000 to 181,000. More than 24,400 children and young people with special educational needs now use SEN transport services, an 82% increase since 2018, reflecting the Government’s commitment to supporting safe and reliable school transport for all eligible students. A recent review of the School Transport Scheme found that having a fee helps make better use of resources and prevents seats on school buses from going unused, helping to protect and sustain the scheme for all families who need it. The School Transport Scheme will remain heavily subsidised by the State, with over 92% of the overall cost covered. For the 2026/27 school year, a primary school ticket will cost the equivalent of 55 cent per school day, and a post-primary ticket will cost approximately 60 cent per school day. No family will pay more than €1.32 per day, regardless of how many children use the service. Transport will continue to be provided free of charge for eligible medical card holders and all eligible children and young people with special educational needs (SEN) using transport services.
In relation to SNAs, it is a key priority of this Government to ensure that students with special educational needs receive an education that fully meets their requirements. In 2026, over €3 billion will be invested in supporting students with special educational needs. This investment will support the continued expansion of specialist capacity, including the provision of 3,000 additional specialist places. By the end of the 2026 calendar year, there will be more than 21,000 special education teachers and more than 26,000 SNAs working across mainstream classes, special classes and special schools. This represents a total of more than 47,000 teachers and SNAs dedicated to supporting and nurturing students with special educational needs, enabling them to achieve the best possible outcomes and reach their full potential. It is important to note that since 2020, SNA numbers have increased in every county and across all education settings, including mainstream schools, special classes and special schools. It has been agreed that there will be no reductions in SNA allocations for the 2026/27 school year, and that all schools reviewed by the National Council for Special Education (NCSE) and allocated additional resources will receive them in the upcoming year. Furthermore, it has been agreed that the SNA redeployment scheme, the SNA workforce development plan, and revisions to the 2014 circular outlining the SNA role will be progressed before any further decisions are taken. These policy developments will prioritise and strengthen a child-centred approach to special education provision. Once these key documents have been finalised and published, the NCSE will be in a position to commence reviews of school supports for the 2027/28 academic year, ensuring that the allocation process continues to be robust, transparent and firmly grounded in the needs of children.
In relation to State examinations entry fees, a temporary waiver was in place from 2020 to 2025. As part of Budget 2026, it was agreed that the fees, €109 for Junior Cycle and €116 for Leaving Certificate, will be reintroduced for the 2026 State examinations. These fees are being restored to their previous level that have not changed since 2012. This is It is important to note that protections remain in place for any student with a full medical card, or covered under a parent or guardian’s card, will continue to be fully exempt. This approach strikes a fair balance, maintaining support for those who need it most while restoring a long-standing contribution towards the cost of running the examinations system.
Schools Building Projects
Questions (46)
Edward Timmins
Question:46. Deputy Edward Timmins asked the Minister for Education and Youth for an update on the three secondary schools in west Wicklow (details supplied) that are awaiting building projects to proceed; and if she will make a statement on the matter. [29144/26]
View answerWritten answers
The current status of the 3 secondary school projects referred to by the Deputy is as follows:
The Blessington Community College project has been devolved for delivery to Kildare and Wicklow Education and Training Board (KWETB). A stage 2b report has been submitted to the Department which is currently under review from a technical and cost perspective. Department officials continue to engage closely with patron bodies, management bodies and schools with respect to the timing of the progression of projects to tender and/or construction over the period 2026 to 2027. This includes continued engagement with KWETB with respect to the progression of this project.
Regarding St Kevins CC Dunlavin, this project has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects (Project Dargle bundle) . The project is currently at Stage 2b of the architectural planning design process with a full grant of planning permission received for the school in 2024. The NDFA will continue to engage directly with the school authority to keep them fully informed of progress on this project.
Finally, in relation to Scoil Chonglais Baltinglass, this project has been approved for funding under my Department’s Additional School Accommodation (ASA) Scheme. The approved accommodation consists of three general classrooms, one textiles room, one music room, one DCG/Technology room, one home economics room, two science laboratories with a shared preparation area, and a two-classroom SEN base. Delivery of the project has been devolved to Kildare and Wicklow Education and Training Board (KWETB). Approval to progress to Stage 2B (planning permission stage) of the architectural design process was granted to KWETB in February 2025. Responsibility now rests with KWETB to engage with the Design Team to advance the project. Notwithstanding this, department officials will continue to liaise closely with the school authority and design team, providing guidance, support and practical assistance as required.
Since 2020, my department has invested over €6.7 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects along with over 4,000 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goal. In addition, repurposing and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. Circa 80% of new special classes in 2025/26 are being facilitated in repurposed classroom accommodation.
Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities.
In July the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
The NDP Implementation Plan for the Education and Youth sector along with the first tranche of projects to progress to tender and/or construction during 2026 and 2027 was published in January 2026. This NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
The current status of all projects is set out under item number ten at the following link (www.gov.ie). This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
Special Educational Needs
Questions (47)
Roderic O'Gorman
Question:47. Deputy Roderic O'Gorman asked the Minister for Education and Youth if she will clarify the working definition used by her Department for the term ‘inclusion’ and for the term ‘complex needs with respect to Departmental policy related to special schools and/or mainstream schooling for children with additional or complex needs; and if she will make a statement on the matter. [13306/26]
View answerWritten answers
I am acutely aware that language is ever evolving and for that reason, my officials regularly engage with stakeholders such as the National Disability Authority on the use of disability language and terminology. A considerable body of work is nearing completion the outcomes of which will inform future policy, practice and the type of language used to describe students with special educational needs.
In the meantime, my priority is to enable all students to receive an education that meets their needs. I have long held that children should be educated in the most inclusive environment possible. For most, this means being alongside their peers in mainstream schools and classes. To support those who attend mainstream classes, but who may have additional or special educational needs, we have provided more than 15,000 special education teachers.
There are, however, some children whose needs are so complex they cannot have those needs met in a mainstream environment on a fulltime basis. In these circumstances, we provide special classes and special schools.
Special classes enable students with more complex special educational needs to be educated, in smaller class groups, within their local mainstream schools. They offer a supportive learning environment to students who are unable to access the curriculum in a mainstream class, even with support, for most or all of their school day.
Special schools support students with the most complex special educational needs in cases where enrolment in mainstream or in a special class would be unable to meet their needs.
School Transport
Questions (48, 62, 74)
Colm Burke
Question:48. Deputy Colm Burke asked the Minister for Education and Youth to provide an update on the school transport pilot scheme; the number of schools included in the scheme for the 2025/2026 academic year; if there are plans to expand the scheme to other schools for the upcoming academic year; and if she will make a statement on the matter. [28772/26]
View answer
Aindrias Moynihan
Question:62. Deputy Aindrias Moynihan asked the Minister for Education and Youth to outline the progress made to date in advancing reforms to the school transport scheme, and specifically, in the removal of the nearest school criteria; whether additional pilot programmes will be undertaken in 2026/2027; how routes will be selected for any additional pilot programmes; and if she will make a statement on the matter. [29095/26]
View answerAindrias Moynihan
Question:74. Deputy Aindrias Moynihan asked the Minister for Education and Youth to clarify how routes are selected for inclusion in the pilot programmes being implemented under the reforms to the school transport scheme; the role Bus Éireann plays in this process; and whether County Cork routes are to be included in the next phase of the pilot programmes; and if she will make a statement on the matter. [29096/26]
View answerWritten answers
I propose to take Questions Nos. 48, 62 and 74 together.
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The School Transport 2030 report was published in early 2024 following a comprehensive analysis and review of the scheme as it currently operates. The recommended changes to the schemes include expansion of the current eligibility criteria, addressing current operational challenges and moving towards better integration with public transport to ensure the best value for money to the Exchequer. It was outlined at the time of the review’s publication that due to the scale of the scheme it would be prudent to implement the changes on a phased basis.
A phased implementation of the review’s recommendations began at the start of the 2024/2025 school year alongside with the Department of Transport and Bus Éireann. A total of 14 pilot projects took place that year have continued for the current school year.
My Department then engaged further with Bus Éireann to review where additional capacity may be available for concessionary pupils who paid on time and would become eligible if the revised school transport scheme criteria was rolled out fully. 11 further pilots were identified and approved following this exercise.
As part of these pilots, the distance criteria for pupils is reduced to 2km for primary and post primary and the need for a pupil to be attending their nearest school is removed.
All pilots are being monitored and a further evaluation will take place at the end of the current school year. Findings from these evaluations will guide the planning and implementation needed for a national rollout of a revised School Transport Scheme.
Implementation of the recommendations of the review will continue to be planned subject to resources being available to meet the increased demand.
School Accommodation
Questions (49)
Pádraig Mac Lochlainn
Question:49. Deputy Pádraig Mac Lochlainn asked the Minister for Education and Youth the exact date of her visit to a school (details supplied) to view the unacceptable conditions for the children, teachers, and staff at the school and to make a statement on her plans to advance the delivery of the new school facilities that have been long delayed. [28755/26]
View answerWritten answers
The major building project for the school referred to by the Deputy is currently completing Stage 2(b) of the architectural design process. Stage 2(b) involves detailed design, securing all Statutory Approvals and the preparation of tender documentation.
The brief for this major project is to provide a New Build Extension and Refurbishment of the existing Protected Structures to extend school capacity to 1,000 and to provide additional classrooms for Students with Special Educational Needs.
My department has 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. This list includes 1 project in County Donegal.
These projects are in addition to €220.78 million in capital funding for Donegal schools between 2020 and 2025. Over that period, a total of 66 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 14 school projects in Donegal under construction.
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.
My department recognises 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. My 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, my 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 St Eunans College will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
The Minister has recently met with the school and Senator Manus Boyle regarding the project for St Eunan's College. Details of the school visit are being finalised and will be communicated directly to the school.
Education Schemes
Questions (50)
Thomas Gould
Question:50. Deputy Thomas Gould asked the Minister for Education and Youth whether all schools included on the therapist pilot programme will retain therapists going forward. [28235/26]
View answerWritten answers
As referenced in Parliamentary Question 22860/26 of the 24th March 2026, on the 6th of February 2026, the Department of Education and Youth announced the phased rollout of the Education Therapy Service (ETS). It is important to highlight that this is the initial phase of the ETS rollout, with a wider roll-out to further special schools in the 2026/2027 school year and this new initiative will see all schools benefit in the coming years.
The NCSE has recently completed a recruitment campaign for Senior and Staff Grade Occupational and Speech and Language Therapists for the initial 16 counties, which include Cork, Dublin and Galway. The NCSE are currently offering posts to successful candidates in this campaign.
In line with the rollout of the ETS, any existing supports schools are currently receiving, including those under the enhanced in school therapy pilot will continue as usual.
My department will continue to engage with the HSE on the ETS model of service, to ensure a safe service provision of schools supports between HSE, including, those in the enhanced in-school therapy pilot, and NCSE services, as NCSE therapists are assigned to schools, in line with the phased implementation of the ETS.
The continued rollout of the ETS will be supported by further phased recruitment campaigns throughout 2026 to ensure therapy needs across the school system are met. We will be engaging with schools with updates as the rollout progresses.
My Department and the National Council for Special Education (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.
Special Educational Needs
Questions (51)
Louis O'Hara
Question:51. Deputy Louis O'Hara asked the Minister for Education and Youth to provide an update on the provision of special classes in County Galway; and if she will make a statement on the matter. [28167/26]
View answerWritten answers
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).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
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. 432 have been sanctioned to date and 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.
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.
School Curriculum
Questions (52)
Ryan O'Meara
Question:52. Deputy Ryan O'Meara asked the Minister for Education and Youth to consider introducing AI literacy classes in secondary schools, that will include age-appropriate, curriculum aligned modules at both junior and senior cycle level; and if she will make a statement on the matter. [29160/26]
View answerWritten answers
As the Deputy may be aware, I recently announced the establishment of the AI in Schools External Advisory Taskforce to build on my department’s ongoing work to consider the implications of artificial intelligence (AI) for teaching, learning and assessment across the school system.
The taskforce will provide a structured forum for engagement with key education stakeholders, teachers’ unions, management bodies, relevant agencies and experts to examine the evolving implications of AI for teaching, learning and assessment and to inform the ongoing development of policy, guidance and supports in this evolving area.
Schools are already developing the transversal skills that learners need to work effectively with AI. Skills such as critical thinking, problem-solving, creativity, communication and digital literacy are embedded across the curriculum, helping students analyse information, question outputs, collaborate with others and use technology responsibly—core competencies for interacting with AI systems. The skills required to engage with AI, including computational thinking, ethical awareness and media literacy, are already integrated into teaching and learning and are further strengthened through ongoing curriculum redevelopment, digital literacy initiatives and STEM policy actions. These efforts ensure that learners are increasingly well prepared to navigate and use AI technologies in education, work and everyday life.
The Literacy, Numeracy and Digital Literacy Strategy 2024–2033 provides a coherent, system-wide focus on building learners’ skills, knowledge and dispositions from early childhood to post-primary level, ensuring they can engage confidently, critically and responsibly in an increasingly complex world.
The STEM Education Policy Statement 2017–2026 also emphasises the development of key transversal skills such as curiosity, inquiry, creativity, computational thinking, persistence and ethical behaviour—competencies that support high-quality learning across all subjects.
Learning in relation to Artificial Intelligence is incorporated into both Junior Cycle and Leaving Certificate subjects.
Artificial Intelligence features specifically in the newly updated Junior Cycle Digital Media and Literacy Short Course. Due to be implemented in schools from September 2026, this short course asks students to be able to investigate how digital media content is published on the internet and the potential role of new technologies such as Artificial Intelligence in content creation.
The specification also aims to allow students to discuss their engagement with AI driven chat tools and large language models and debate the advantages and disadvantages of new and emerging technologies, including AI.
Additionally, Strand 1 of the Leaving Certificate Computer Science specification focuses on the practices and principles of Computer Science, including the role of computers in society. As part of this, students learn about AI technologies, including when and what AI algorithms might be used in certain contexts
School Staff
Questions (53)
Ruairí Ó Murchú
Question:53. Deputy Ruairí Ó Murchú asked the Minister for Education and Youth to provide an update on the progress being made to agree a new framework for SNAs in schools; and if she will make a statement on the matter. [28203/26]
View answerWritten answers
Thank you, deputy, for your question.
I acknowledge the vital contribution that the more than 23,000 Special Needs Assistants make to the educational experience and overall wellbeing of students in our schools
My department, through the dedicated Special Needs Assistant Workforce Development Unit, is finalising the first Special Needs Assistant Workforce Development Plan. This plan provides a comprehensive framework for understanding and supporting the SNA role and will introduce a series of policy developments to strengthen clarity, direction and consistency within the workforce.
The plan is structured around five key pillars:
Pillar 1 - Review and development of the SNA role
Pillar 2 - Establishment of a quality framework
Pillar 3 - Establishment of an SNA learning and development programme
Pillar 4 - Supporting SNA recruitment, retention, and diversity
Pillar 5 - Development of a communications strategy
Work to date on the plan has involved significant research and collaboration including consultation with SNAs and other stakeholders including school management bodies, Fórsa the trade union representing SNAs, school staff, parents and children and young people. This collaboration includes 55 meetings of these working groups which examined every facet of the SNA role with a view to enhancing support to students with special educational needs. I also recently met with these stakeholder groups and 27 SNAs in a day long engagement to discuss this important work.
Key outputs from the SNA Workforce Development Plan include a new circular on the role of the SNA, a SNA Redeployment scheme and a review of the SNA employment contract. I am pleased to confirm that the drafting of the plan is now at an advanced stage, and it is intended that it will be published shortly.
Further updates will be published on the SNA Information Hub on www.gov.ie in due course.
Schools Building Projects
Questions (54)
Emer Currie
Question:54. Deputy Emer Currie asked the Minister for Education and Youth for an update on a school project (details supplied); and if she will make a statement on the matter. [29073/26]
View answerWritten answers
The joint major building project for the schools referred to by the Deputy is currently at Stage 2(a) of Architectural Planning - Developed Design - which is a crucial element of the architectural planning process as it is at this stage that the design is developed to a stage where it can be fully cost planned and prepared to lodge for statutory approvals.
An Addendum Stage 2a Report was received in the Department on 31st October 2025.
A date for the Stage 2a Stakeholders Meeting will be advised upon completion of the Addendum Report review.
As part of the Stage 2a process and Addendum Report review decant solutions must be considered.
Department officials visited the schools on Friday 27th March 2026 and discussed potential options for a decant solution with the school authorities. These options are currently being explored further.
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 St. John Bosco JBS, St. John Bosco SBS & Mary Help of Christians Girls NS will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
Special Educational Needs
Questions (55)
Richard Boyd Barrett
Question:55. Deputy Richard Boyd Barrett asked the Minister for Education and Youth her views that all the special classes sanctioned for September 2026 will be delivered; if lessons have been learned from the failure to deliver same for the past year; and if she will make a statement on the matter. [29167/26]
View answerWritten answers
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).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
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.
An earlier date of 1 October was set for parents to complete the Parents Notify process this year. I understand this earlier date may not suit every family. However, it was introduced to ensure the NCSE can provide clarity for families earlier than in previous years. It will also support forward planning and equip the NCSE with timely information as to what students would be leaving school, transitioning to post-primary specialist places or those seeking specialist placement and entering the education system for the first time.
This information is critical when examining where provision needs to be placed to meet demand. This earlier date in October coincides with when schools begin enrolment processes so affords parents the opportunity to enrol in existing classes. Many mainstream schools, particularly at post-primary level commence admissions processes for the following school year on 1 October annually.
The new timeline will afford greater lead in times for schools that require repurposing or major building works to get works complete and allow schools to recruit staff and undertake the training needed so that children are fully supported in these placements.
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. 432 have been sanctioned to date and more new special classes will be confirmed in the coming weeks.
Details of the new special classes are available on the NCSE website.
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.