Written Answers Nos. 512-531
513. Deputy Jen Cummins asked the Minister for Education and Youth the funding streams available for schools to implement universal design for learning; the amount of funding that was provided in the past five years; and what that funding was spent on. [30110/26]
View answerThere is no specific funding stream for schools for the implementation of Universal Design for Learning (UDL). Working on behalf of my Department, the National Council for Curriculum and Assessment (NCCA) have redeveloped curricula over a sustained period. Part of the process has included extensive national and international research, close and ongoing engagement with schools and educational settings, and wide-ranging consultation with teachers, school leaders, parents, children, education partners and other stakeholders.
While not underpinned by a single pedagogical framework such as UDL, the approach reflects many of the principles associated with UDL. In particular, the curriculum supports teachers to provide multiple means of engagement, representation, and action and expression, enabling them to respond flexibly to children’s differing strengths, interests and learning needs. Learning outcomes across the curriculum are intentionally broad and focused on progression, providing professional agency for teachers to design meaningful learning experiences.
Driven by a commitment to lead and sustain developments in curriculum and assessment that are sufficiently far-reaching so that all children can experience and benefit from enjoyable, engaging, relevant and appropriately challenging experiences, NCCA’s work includes consideration of a range of research perspectives on children’s learning and development, rather than reliance on a single model or theory.
The NCCA takes an evidence-informed approach with its research activity including, but not limited to, research in relation to specific aspects or areas of curriculum development; audits of curriculum provision in other jurisdictions; comparative studies locating Ireland in an international context; and consultations with teachers, children, school leaders, parents, researchers and academics, wider stakeholders in the education system; and the general public. The research used to inform curriculum and assessment advice, as well as systemwide developments, also comes from longitudinal studies such as the Children School Lives study undertaken by researchers in University College Dublin and funded by the NCCA.
This research tells us that human learning is complex and the myriad of theories and associated research approaches that seek to explain how children learn and develop throughout their school years reflects this. The NCCA therefore draws on multiple theories of learning and development in its curriculum and assessment work across early childhood, primary and post-primary education with these being articulated through curriculum components such as principles, learning outcomes, key skills/competencies, and examples of learning to support enactment of the curriculum.
Taken together, the redeveloped Primary School Curriculum provides a coherent, inclusive and future-focused curriculum that reflects contemporary understandings of children’s learning and development, supports high-quality professional practice, and ensures that every child is given the opportunity to reach their full potential throughout their primary education.
514. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if she will expedite a positive response to a school transport appeal (details supplied); and if she will make a statement on the matter. [29572/26]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The scheme is made up of three separate schemes, the school transport scheme for primary, post primary and for children with special educational needs.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Children are eligible for school transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre, as determined by the department/Bus Éireann, having regard to ethos and language.
Decisions made by, or on behalf of, the Department of Education and Youth regarding the provision of school transport services and/or grant-aid under the terms of the School Transport Schemes may be appealed to the School Transport Appeals Board.
Parents or guardians of children, or children who have reached the age of 18 years, may make an appeal. When received, the Board will liaise directly with the appellant regarding the appeal date and their subsequent deliberations.
This Board is independent in the performance of its functions in accordance with the terms of the Board’s Operating Procedures.
515. Deputy Jen Cummins asked the Minister for Education and Youth if her Department maintains data on the number of students experiencing long-term absences; and if not, if there is a plan to start. [29574/26]
View answerTusla Education Support Service (TESS) is under the remit of my department, and operates under the Education (Welfare) Act, 2000 (the Act), a piece of legislation that emphasises the promotion of school attendance, participation and retention.
Section 21 (6) of the Act provides that all recognised primary and post primary schools, including special schools, submit an Annual Attendance Report to TESS on student non-attendance at an aggregated level, within six weeks of the end of the school year.
The Annual Attendance Report (AAR) provides four pieces of data in respect of all students enrolled in the school;
total days lost by all students,
• total students absent for 20 or more days,
• total students suspended,
• total students expelled at the school level.
In accordance with Section 21 (4) of the Act, Student Absence Reports (SARs) are submitted to TESS by recognised schools and provide data only on those students aged over 6 years and under 16 years, who are absent for a cumulative total of 20 or more days in the school year, by the recorded reason for their absence. The recorded absence reasons are; illness, urgent, holiday, suspension or other. The SAR was first published for the 2017/18 school year.
The reports are published and are available on Tusla’s website at the following link: [https://www.tusla.ie/services/educational-welfare-services/publications/research-and-statistics]
516. Deputy Jen Cummins asked the Minister for Education and Youth her plans to ensure that attendance campaigns and supports for schools are inclusive of neurodivergence. [29575/26]
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 and the two school support services the Home School Community Liaison scheme and the School Completion Programme. 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, a comprehensive suite of targeted and universal actions to improve school attendance was announced. Among the key initiatives was a national multimedia campaign, developed by my department and TESS in consultation with key stakeholders, to ensure the contribution of their collective knowledge and experience.
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.
In the ideation phase of the campaign, discussions were held with the National Parents Council regarding feedback the council had received from parents, children, and young people, on their feelings about attending school, the drivers behind school absences and the supports they felt would be helpful in increasing school attendance. During this phase, TESS also engaged ‘Spark Foundry’ to conduct focus groups that included parents and grandparents of children with special educational needs (SEN) to discuss a variety of creative concepts and how they may be perceived by diverse communities of parents and children. The feedback from the focus groups influenced the direction of the campaign visuals and messaging.
In designing the campaign, TESS led a number of engagements with the HSE, the Children’s Rights Alliance, the National Educational Psychological Service, the National Council for Special Education (NCSE), and the special education Consultative Forum, to gather additional feedback that would strengthen campaign messaging.
Following the first run of the campaign in the autumn of 2025, TESS undertook a two-day consultation with almost 90 children and young people regarding school attendance. Participants were drawn from primary schools, special schools, and post-primary schools in Ireland and represented diversity in ethnicity, gender, language, and school type, status and setting. Children from two special schools attended the in-person consultation. Furthermore, a parent/caregiver consultation on school attendance is currently underway with parents and caregivers from a variety of educational contexts, including parents of children with neurodivergence and SEN, ensuring a broad and representative range of perspectives.
As work continues on measures to promote school attendance, TESS will continue to engage openly and collaboratively with parents, children, young people and stakeholders from education, health, disability, neurodiversity and inclusion to ensure our activities are mindful of the value and lived experiences of all children and their families.
517. Deputy Donna McGettigan asked the Minister for Education and Youth to address all of the serious concerns expressed by a person (details supplied) regarding the introduction of inclusion classes, with particular focus on the recommendations to pause implementation, explain the rationale for the changes and to outline the criteria for placement; and if she will make a statement on the matter. [29580/26]
View answerEnabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided.
This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
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. 464 new special classes have been sanctioned to date, of which 11 are inclusive special classes. Further details on additional 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.
As in other years where schools have no available accommodation, particularly at post-primary level and there is known demand in a local area, my department will continue to provide additional classroom accommodation to provide necessary places.
Eleven 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. This approach formalises good practices already in place in many schools and aligns with national policy developments on inclusive education.
In addition to the resources already provided for a pre-existing special class, each inclusive special class will also receive funding for:
• 1 teacher (or 1.5 teachers at post primary level).
• 2 Special Needs Assistants (SNAs).
• Extra capitation funding.
• Access to training and support from the NCSE.
Schools will also receive:
• A €30,000 start up grant for furniture and equipment.
• Funding for minor building works or repurposing works, where needed.
Students attending these classes will also be eligible for standard school transport supports.
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.
518. Deputy Jen Cummins asked the Minister for Education and Youth if NEPS plans to review the Supporting your Child when they are Reluctant to Attend School Guidance documents to include specific advice for neurodivergent children. [29581/26]
View answerSupporting your Child when they are Reluctant to Attend School guidance document was published with the accompanying Managing Reluctant Attendance and School Avoidance Behaviour: A Good Practice Guide for Primary/Post Primary Schools in 2023. These guidance documents were developed in response to needs identified by schools and parents/guardians. These documents offer practical frameworks and sample actions to support school attendance.
The guidance documents highlight a range of risk and protective factors relating to school attendance. The risk factors include school-based risk factors. The documents also highlight a range of protective factors that are also school-based including the importance of a whole-school approach to wellbeing that provides opportunities for children and young people to experience a sense of belonging and connectedness in school, to experience success in school and to experience positive relationships with peers and school staff.
The National Educational Psychological Service (NEPS) as a service is extremely mindful and committed to supporting universal and whole school approaches to supporting the wellbeing of all children and young people within the school community and to proactively ensure that schools are mindful of and actively providing these protective factors within their school environment. Our approach is relational and needs-led, focusing on understanding the child’s experience through collaboration with families and schools. The aim is not to attribute school avoidance to any one factor, and to recognise the importance of gathering information from all parties to inform appropriate interventions and supports.
The documents are intentional in choosing language that is inclusive and respectful. They endeavour to avoid terms such as ‘school refusal’ that would promote an exclusively within-child focus on the issue of attendance. The NEPS guidance also intentionally excludes labels/diagnostic criteria but aim instead to ensure inclusivity and avoid excluding any child based on diagnosis. Neurodiversity is referenced as one of many potential risk factors but is not explored in depth within the documents. Instead, the guidance encourages schools to consider a broad range of influences—family, school, social, and individual—and to adapt environments accordingly.
As the documents are now two years old, a planned review will be soon undertaken and officials in NEPS will consider this review with a neurodiversity lens.
519. Deputy Jen Cummins asked the Minister for Education and Youth the plans for her to use Section 37A of the Education Act 1998 to progress new special education classes. [29643/26]
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.
I am satisfied that I have the necessary statutory powers under Section 37A of the Education Act 1998 to compel schools to make provision for children and young people with special education needs. This power is only used as a last resort and where all reasonable efforts have failed but it usage is kept under review over the course of the year. In addition, the NCSE also has the power to direct schools to admit individual children and young people with special education needs.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
520. Deputy Jen Cummins asked the Minister for Education and Youth when a full publication of the parents survey will be available. [29646/26]
View answerOn 4 November 2025, my department published a 'Framework and action plan for delivery of increased choice for parents on education provision at primary level'. The main focus of this framework and action plan was an online, school-specific survey. The survey ran from 4 November to 16 December 2025.
Through the survey, my department is obtaining clear information on the preferences of parents and guardians about the primary schools which their children currently attend, or will attend in coming years, on a number of important areas of primary school provision, including patronage/ethos, co-education or single-sex school provision and language of instruction (English or Irish).
The results of the survey will help my department to plan how education at primary level is provided.
As set out in the framework and action plan, initial high-level summary results are to be published in early 2026, with a Q2 2026 timeframe for the school-level data.
In line with this commitment, I recently announced the high-level national and county summary results in respect of the preferences of parents with children currently in primary school. My department is continuing its detailed analysis of the survey data and is preparing finalised school-specific reports. These school reports will also include the preferences of parents and guardians of children who are not yet in primary school and will be issued to all primary schools in May. This is in line with the Q2 2026 timeframe that was previously stated by my department.
521. Deputy Paul Lawless asked the Minister for Education and Youth further to Parliamentary Question No. 530 of 24 February 2026, to provide an update on the review of the assistive technology scheme referenced, including the process being followed and the anticipated date for completion; and if she will make a statement on the matter. [29670/26]
View answerAs outlined in my department’s response to Parliamentary Question No. 530 of the 24th February 2026, official in my department are currently undertaking a review of the Assistive Technology Scheme with one of the key goals being to streamline the application process. It is intended that the review will culminate in the publication of a new circular and the launch of an updated online application process.
A key objective of the review will be to streamline the application process. This will be achieved through the implementation of a new portal for schools to submit applications, alongside a review of the eligibility criteria. By this, my department intends to move the scheme from a diagnosis-based approach to a more needs-based approach, thereby granting schools greater autonomy in determining whether a child requires assistive technology to access the curriculum.
It is anticipated that the circular will be issued shortly with the new application process up and running in the months following.
522. Deputy Paul Lawless asked the Minister for Education and Youth the reason her Department does not accept or give appropriate weight to an individual professional report which clearly states that a child (details supplied) requires assistive technology in order to access the curriculum; and to outline the basis on which such recommendations are being deemed insufficient to meet the Department's criteria; and if she will make a statement on the matter. [29671/26]
View answerUnder the Assistive Technology Scheme, as set out in my department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment. It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
In the case of the child concerned, based on the professional information provided to the Special Educational Needs Organiser (SENO), in line with criteria set out in Circular 10/2013, they were not in a position to recommend an Assistive Technology grant for the school. This decision issued to the school on the 10th of April 2026.
This decision was subsequently appealed and, following review and receipt of additional information, a decision letter sanctioning the Assistive Technology subsequently issued on the 23rd of April 2026.
523. Deputy Shay Brennan asked the Minister for Education and Youth if she has engaged with the Department of Health or other education stakeholders in relation to the need to have a more co-ordinated approach to medical emergencies in schools; and if she will make a statement on the matter. [29677/26]
View answer524. Deputy Shay Brennan asked the Minister for Education and Youth if she would support the introduction for schools of accessible online training to deal with medical emergencies such as anaphylaxis, so as to ensure that all school staff can access appropriate guidance and to support a safer environment for children, teachers and school communities; and if she will make a statement on the matter. [29678/26]
View answerI propose to take Questions Nos. 523 and 524 together.
The Board of Management of each school is responsible for the care and safety of all pupils. It is important that the school management authority requests parents to ensure that the school is made aware of any medical condition suffered by any pupils attending. Where the school is aware of potential difficulties that may arise as a consequence of a medical condition suffered by one or more pupils, it may be possible for the management authorities, working in conjunction with parents, teachers and children to put preventative measures in place to lessen the possibility of any difficulties arising or to ensure that, if a pupil suffers from an illness requiring, for example, the administration of medication, that appropriate treatment is available.
The administration of medicines in primary schools is the subject of an agreement between the Irish National Teachers Organisation and the organisation representing school management at primary level. While this agreement specifies that no teacher can be required to administer medicine or drugs to pupils, it also sets out procedures that must be followed where a teacher or teachers agree to do so. The position is that either the parents of the child should make themselves available to administer medication as required, or where they wish the staff in the school to administer it, they should seek the agreement of the school.
My Department cannot direct any member of the Board of Management or the teaching staff of the school to administer medical treatment to pupils, action and procedures which are normally carried out by medical professionals such as doctors and nurses.
Where a child requires adult assistance to assist in the administration of medicine and where the extent of assistance required would overly disrupt normal teaching time, SNA support may be allocated for this purpose.
It is a matter for the Board of Management to ensure that SNAs are in a position to effectively meet the care needs of pupils for whom SNA support has been allocated in the school, when appointing an SNA.
Where specific training is required, the Board of Management should liaise with the Health Service Executive (HSE) in order to ensure that the HSE provides guidance and training that enables the SNA to meet the care needs of the pupil in an appropriate manner. It is a matter for individual school authorities to make such arrangements locally.
In some instances parents may be the most appropriate trainers for schools in relation to the needs of their child in the school environment, where parents have received comprehensive training from experienced HSE staff.
525. Deputy Johnny Guirke asked the Minister for Education and Youth the number of legal actions relating to the provision of education supports that occurred in 2025; and if she will make a statement on the matter. [29699/26]
View answerEnabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
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. 464 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks.
Details of the new special classes are available on the NCSE website.
I recently announced the establishment of four new special schools for the upcoming school year 2026/2027; a vital step in ensuring that children and young people with special educational needs have access to the specialist supports and environment they need to thrive and reach their full potential.
The four new special schools will be located in Balbriggan and Citywest in Co. Dublin, Bray in Co. Wicklow, and Monasterevin in Co. Kildare.
I also announced last week that five inclusive special classes have also been sanctioned as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand.
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.
In relation to the requested information in the three PQs, I wish to reassure the Deputy that my department never?initiates legal action in relation to special school placements. My department’s aim is that no parent ever has the need to take a case against the State, and where this happens, we continue to work with parents to ensure that solutions are found as quickly as possible. The facts demonstrate that most cases are resolved or withdrawn, outside the legal process and that children are supported.
When a legal case is initiated, the State is legally required to respond, and we apply the Attorney General’s guidance to find solutions as early as possible.
I remain mindful of the impact that cases like these can have on everyone involved and are committed to progressing these matter’s respectfully and in line with guidance from the office of the Attorney General.
My department reiterates its unwavering commitment to working with parents, schools, the NCSE and all stakeholders to continue to improve access to appropriate special education places and supports.
Please see below table regarding the requested figures-
|
No. of legal actions relating to the provision of education supports that were threatened during 2025 but did not proceed |
No. of legal actions relating to the provision of education supports that were brought by parents during 2025 |
|
60 |
66 |
526. Deputy Louise O'Reilly asked the Minister for Education and Youth the number of recognised primary and post-primary schools that require students to use personal digital devices for schoolwork or homework; the number of students affected; and if she will make a statement on the matter. [29722/26]
View answerIt is the responsibility of each individual school to select the digital resources, if any, that it will use to support its implementation of the curriculum. The Digital Strategy for Schools to 2027 does not mandate or prescribe the use of any particular devices or technologies in teaching and learning, rather it advocates for the deeper embedding of digital technologies in teaching and learning to develop digital literacy and competence, critical thinking and collaborative practice. It is not merely focused on using digital devices as an alternative to physical textbooks or resources.
Accordingly, there is no Department requirement for students to use personal digital devices for schoolwork or homework. The most recent data the department has on hand following a survey issued by the SIU section in relation to the Free School Books Scheme, indicates that 173 post-primary schools sought parent provision of a digital device in the 2024/2025 school year, rising to 227 post-primary schools for 2025/2026, reflecting local, school-level decisions on digital learning approaches.
The Department does not hold data on the number of individual students affected, as decisions of this nature are made at school level.
Where digital devices are used as part of teaching and learning, schools are expected to ensure that no child is disadvantaged due to lack of access to technology. Schools are also required to comply with data protection and child wellbeing obligations, and to set out their approach to digital technology use in relevant policies, including the Acceptable Use Policy, in consultation with parents and pupils, as appropriate.
It should be noted that 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.
I am keenly aware of the challenges faced by educators and parents in relation to costs of digital technology, including tablets, and my Department continues to work to help support schools and families meet these costs. A number of measures are in place to support educators and parents, as part of my department’s ongoing commitment to reduce financial pressure on families and ensure every student is supported to succeed. This includes an instruction from my department to schools to consult with parents and their school community on the issue of ensuring costs are reasonable for parents, and how to avoid costs acting as a barrier - wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.). Schools should also provide a full list of required items, with guidance on best-value options. Circular 32/2017 sets out the measures to be adopted by schools to reduce the cost of school uniforms and other costs.
The Digital Strategy for Schools to 2027 was published in 2022 and is underpinned by funding of €200m over the course of the strategy to support its implementation, which was committed to under Ireland’s National Development Plan (NDP).
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 issued directly to schools, as they are best placed to determine the needs of their own students and have autonomy to do so. 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.
This funding demonstrates the ongoing commitment to support schools to embed the use of digital technologies in teaching learning and assessment, providing funding to support each school in its digital learning planning, fairly and transparently, regardless of the individual approach taken by the school.
To further assist schools, the OGP, HEAnet, as well as my Department, have established a number of frameworks of providers of digital devices including tablets, PCs and laptops, with appropriate specifications, agreed pricing, and levels of service, as well as providing framework management. Schools are encouraged to avail of these frameworks which will enable them to comply with procurement requirements and achieve agreed, transparent, pricing.
My Department is committed to ensuring that enactment of Senior Cycle Redevelopment contributes positively to student experience in Senior Cycle including through revised assessment arrangements that allow all students demonstrate their strengths and learning. There is no requirement under the new subject specifications for students to have their own laptops, and decisions on device use rest with school boards, who are advised to prioritise affordability and equity and to consult with parents.
Funding under the Post-primary Schoolbooks Scheme does not extend to the purchase of digital devices by schools. However, it is recognised that some post-primary schools have, over the past number of years, moved away from the use of schoolbooks, including eBooks. Teachers in these schools have generated their own bank of resources for students. When schools that use teacher-generated resources and content have eliminated the cost of all required schoolbooks and classroom resources, as detailed in the scheme guidance, they may use any surplus funding to cover other resources associated with teacher-generated resources, such as, purchasing or subscribing to educational apps. If surplus funding remains, these schools may use the funding to facilitate the provision of a digital device loan scheme to students, as required.
527. Deputy Louise O'Reilly asked the Minister for Education and Youth the number of schools that have confirmed compliance with circular 0032/2017 regarding measures to reduce school uniform costs; and if she will make a statement on the matter. [29723/26]
View answerThe current Circular 0032/2017 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.
Ultimately, decisions on school uniforms are a matter for individual schools and Boards of Management.
I can confirm for the Deputy that my department does not gather data on the implementation of Circular 0032/2017 at an individual school level.
I know 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 must 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 have committed in Education Plan 2025 to commence work to review Circular 32/2017.
I am pleased to confirm that work has commenced on updating this circular 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.
528. Deputy Louise O'Reilly asked the Minister for Education and Youth the number of sixth-year students exempt from Leaving Certificate examination fees in the 2025-26 academic year on the basis of holding a medical card; and if she will make a statement on the matter. [29724/26]
View answer529. Deputy Louise O'Reilly asked the Minister for Education and Youth the number of third-year students exempt from Junior Cycle examination fees in the 2025-26 academic year on the basis of holding a medical card; and if she will make a statement on the matter. [29725/26]
View answerI propose to take Questions Nos. 528 and 529 together.
As part of Budget 2026, the Government confirmed that examination entry fees will be reintroduced for the 2026 State exams. These fees are being restored at their previous levels, unchanged since 2012.
€116 for Leaving Certificate candidates
• €109 for Junior Cycle candidates
Not all families are liable to pay examination fees. 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. The process is straightforward, transparent, and well signposted, with full details available at [Examination Fees - State Examinations Commission]. Phone and email help desk services are available to school authorities and families who need assistance.
As you may be aware, the fees portal opened on 19 March and the closing date for the payment of examination fees or making an application for a medical card exemption is 30 April 2026, a period of six weeks. I am advised that approximately one third of candidates who have engaged with the process to date have been exempt from fees. However, until after the closing date has passed it will not be possible to indicate the total number of Leaving Certificate or Junior Cycle candidates that were granted a fee exemption on the basis of a medical card.
530. Deputy Cathal Crowe asked the Minister for Education and Youth the rationale behind the new inclusive special class model, which allows for the enrolment of up to 12 students in post-primary settings, effectively doubling the traditional capacity, while maintaining a staffing allocation of just 1.5 teachers and 2 SNAs; if she will address concerns regarding sensory overload, reduced individual attention and the potential impact on student and staff safety; and if she will make a statement on the matter. [29735/26]
View answerEnabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
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. 464 new special classes have been sanctioned to date, of which 11 are inclusive special classes.
Further details on additional 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.
Details of the new special classes are available on the NCSE website.
As in other years where schools have no available accommodation, particularly at post-primary level and there is known demand in a local area, my department will continue to provide additional classroom accommodation to provide necessary places.
Eleven 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. This approach formalises good practices already in place in many schools and aligns with national policy developments on inclusive education.
In addition to the resources already provided for a pre-existing special class, each inclusive special class will also receive funding for:
• 1 teacher (or 1.5 teachers at post primary level).
• 2 Special Needs Assistants (SNAs).
• Extra capitation funding.
• Access to training and support from the NCSE.
Schools will also receive:
• A €30,000 start up grant for furniture and equipment.
• Funding for minor building works or repurposing works, where needed.
Students attending these classes will also be eligible for standard school transport supports.
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.
531. Deputy James Geoghegan asked the Minister for Education and Youth to review correspondence (details supplied); and if she will make a statement on the matter. [29781/26]
View answerThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally.
The primary school staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. These arrangements contain an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. Information and application forms are available in Circular 0025/2026. The Board will meet in May to consider staffing appeals received from schools.
The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
