Written Answers Nos. 603-622
603. Deputy Peter 'Chap' Cleere asked the Minister for Education and Youth if she could clarify if there are any alternative assessment pathways when there is a shortfall of NEPS psychologists for those awaiting assessment; and if she will make a statement on the matter. [34819/26]
View answer604. Deputy Peter 'Chap' Cleere asked the Minister for Education and Youth to establish if there is additional NEPS resources or temporary cover that can be provided in the area when there is a shortfall of psychologists; and if she will make a statement on the matter. [34820/26]
View answer605. Deputy Peter 'Chap' Cleere asked the Minister for Education and Youth to provide a clear timeline for when affected children can expect to be assessed when key staff are unavailable; and if she will make a statement on the matter. [34821/26]
View answerI propose to take Questions Nos. 603, 604 and 605 together.
Each year, NEPS staffing levels are evaluated and capacity to serve schools is established. There is currently a nationwide shortage of educational psychologists which has resulted in vacancies . Due to this shortage, it is not possible for all schools to have an assigned NEPS psychologist.
Where a school temporarily does not have an assigned psychologist due to a vacancy, it continues to have access to a range of NEPS services including:
• The NEPS Advisory Support Line. This line provides access for schools to support and advice from a senior educational psychologist in NEPS via a designated phone line available from Monday to Friday.
• Support from a NEPS psychologist in the event of a critical incident.
• The NEPS National and Regional Support and Development service for school staff also continues to be available to schools. This National and Regional Support and Development covers areas such as trauma informed practice, cluster group support for post-primary special education teachers and special class teachers, training for Student Support Teams and supporting reluctant school attendance/school avoidance behaviour.
• Access, through the Scheme for Commissioning Psychological Assessments (SCPA), to a private educational psychologists on the SCPA panel for individual casework where a priority need is established. In order to join the panel, private educational psychologists must meet qualification criteria set by the Department. The scheme is an interim measure intended to supplement the NEPS service and meet current urgent needs for psychological assessment of children and young people.
Where a school does not have an assigned psychologist and is of the view that a child requires an educational assessment, the school should contact the NEPS Advisory Support Line. The senior psychologists who work on the NEPS advisory line can grant a sanction for a SCPA assessment to be carried out. These sanctions are issued on a case-by-case basis when the need is established. The senior psychologist will discuss each case with the school and will ask a number of questions in keeping with the NEPS consultation model of practice. It should be noted that a SCPA assessment may not be suitable for each case and the senior psychologist will work with the school and provide advice on how to proceed.
With regard to future staffing levels, my department is making every effort to recruit additional educational psychologists to address the shortage in the medium to long term. Public jobs frequently run campaigns for the recruitment of educational psychologists.
Since January 2023, NEPS has supported bursaries for trainee educational psychologists enrolled in University College Dublin's Professional Doctorate in Educational Psychology and Mary Immaculate College Limerick’s Professional Doctorate in Educational and Child Psychology. This has also been extended to students enrolled in the new professional doctorate in educational psychology in Maynooth University. Those in receipt of a bursary support the work of NEPS through trainee placements in the service as part of their studies and commit to joining NEPS upon graduation.
606. Deputy Paula Butterly asked the Minister for Education and Youth to respond to correspondence (details supplied); and if she will make a statement on the matter. [34888/26]
View answerThe criteria for the award of incremental credit are set out in my Department’s Circular 10/2001 for Primary teachers, and Circulars 29/2007 and 29/2010 for Post-Primary teachers.
These circulars provide for the award of incremental credit in respect of prior teaching service, including overseas teaching service, both within and outside the EU, including teaching service in the countries referenced. The circulars also provide for an award of incremental credit for relevant non-teaching service.
The award of incremental credit is not an automatic entitlement, and there is no contractual entitlement to incremental credit. Where the criteria set out in the circulars have been met an award of incremental credit can be made. Where a teacher applies to have their prior service recognised under the teaching service category, that service should be deemed to be the equivalent of approved teaching service for the purpose of the relevant circular.
Criteria such as whether the school is subject to state funding, whether the school offers a range of studies which incorporates all of the courses prescribed on the national curriculum of the State in which the school is located, whether the school prepares students for a recognised second-level State examination and qualification, can be of relevance when examining claims relating to private schools, as well as the length of time the school has been in existence; such criteria must be satisfied for service at that school to be recognised for incremental credit.
The criteria for the award of incremental credit for teachers were agreed under the auspices of the Teachers Conciliation Council (TCC) and are subject to review by way of an incremental credit committee, which is a sub-committee of the TCC, and which meets on an ongoing basis.
Any changes to the application process or the criteria for an award of incremental credit must be sought and agreed through enagement with the TCC.
607. Deputy Ryan O'Meara asked the Minister for Education and Youth if teaching services abroad can be superannuated for pension purposes on retirement in a case (details supplied); and if she will make a statement on the matter. [34889/26]
View answerThe Department is currently examining this matter and will respond directly to the individual regarding the issues raised.
608. Deputy Thomas Gould asked the Minister for Education and Youth for an update on an application for a new school building (details supplied). [34931/26]
View answerThe school to which the Deputy refers was approved to enter my Department's pipeline of projects under the Additional School Accommodation (ASA) scheme. The project will provide one multimedia room, one textiles room, one graphics room, one construction studies room, one technology preparation room, one project store and one science lab and preparation area. The inclusion of a PE Hall or GP/Dining Hall depends on site feasibility, constraints and input from the Local Authority and Heritage Officer. This project has been devolved to Cork Education and Training Board (CETB) for delivery.
The Stage 1 (early design) report outlining the proposed design and costings was submitted to my Department and is currently under review from both a technical and cost perspective in accordance with the requirements of the Infrastructure Guidelines. Once the review is completed, the outcome will be communicated to the ETB who in turn will continue to engage directly with the school authorities to keep them fully informed of progress.
My department is committed to ensuring appropriate accommodation is available for all school pupils and will, in the wider context outlined, ensure that each school project on the school building programme is subject to the due diligence required under the Public Infrastructure Guidelines.
As the Deputy is aware, my Department recently published the €7.55 billion National Development Plan (NDP) Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. The prioritisation of projects included in this plan focused on facilitating those projects already at Stage 3 to proceed to construction as smoothly as possible during 2026 and 2027.
In addition, the prioritisation of projects at Stage 2b focused on those which had secured planning permission and were therefore at an appropriate stage of readiness to progress to tender. Within this cohort, special school projects were afforded the highest priority. For all other schools, a multi-faceted qualitative assessment of relative priority was applied. This assessment took account of a range of factors, including the availability of permanent accommodation, demographic pressures both at school and area level, special education capacity being provided, the extent to which schools are prioritising local school place needs, any significant condition issues at the school, interim accommodation constraints, and the duration of the project to date.
The project at this school is currently at an early design stage and was therefore not sufficiently advanced to be included in the first tranche of projects progressing to construction over 2026 and 2027. Its progression to Stage 2b, including the lodging of a planning application, will continue to be considered as part of the Department’s overall programme prioritisation in the context of available NDP funding.
A department-led prioritisation process will continue throughout 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline. This process will involve engagement with key stakeholders and individual schools and will inform subsequent tranches of project rollout to tender. In this context, the Department’s Energy and Condition Survey of the school estate, which is due to be finalised later in 2026, will provide an additional evidence base to support the assessment of priorities.
Any interim accommodation requirements will continue to be assessed by the Department on a case-by-case basis, with a view to determining the most appropriate and prioritised response.
The project has not been provisionally allocated funding within the current capital budget or the forward capital programme at this time. When the project advances through the relevant stages of the Department’s capital approvals process, it will be considered for funding within the appropriate year’s capital envelope under the NDP.
609. Deputy Liam Quaide asked the Minister for Education and Youth when the Minister of State at the Department of Education with special responsibility for Special Education and Inclusion will meet with a group (details supplied), as he promised to do in October of last year; and if she will make a statement on the matter. [34934/26]
View answerAs indicated in correspondence with the group, while I appreciate the intention was to meet sooner, I am committed to meeting with the group and my office will be in contact to organise this in the coming weeks.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs. There continues to be an increasing need to provide additional special school places to support students with complex needs. To meet this need, sixteen new special schools have been established in recent years, and capacity has been expanded in a number of others. Five of these were established for the 2025/26 school year in counties, Cork, Dublin (2), Monaghan and Tipperary.
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.
It is estimated that a further 300 new special school places may be required each year for the coming years. When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and NCSE will consider the need to establish a new special school.
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. To date, 504 new special classes have been sanctioned by the NCSE for the next school year. This is a number of months ahead of last year and should provide greater clarity for parents.
Further details on additional 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 ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation in County Cork and indeed nationwide as to where new special schools are required.
610. Deputy Peadar Tóibín asked the Minister for Education and Youth if there has been any progress in ring fencing a portion of the ICT funding allocated to post primary schools specifically for the provision of suitable computers for design and communication graphics; and if she will make a statement on the matter. [34937/26]
View answer611. Deputy Peadar Tóibín asked the Minister for Education and Youth whether her Department has engaged with post primary schools, teachers or relevant stakeholders regarding the need to ring fence ICT funding for DCG specific computer equipment; and if so, the outcome of those engagements. [34938/26]
View answer612. Deputy Peadar Tóibín asked the Minister for Education and Youth if consideration is being given to introducing a dedicated or ring fenced allocation within the post primary ICT grant to ensure schools can meet the technical requirements of design and communication graphics; and if she will outline any plans or timelines in this regard. [34939/26]
View answer613. Deputy Peadar Tóibín asked the Minister for Education and Youth her assessment of the impact on the delivery of design and communication graphics in post primary schools where ICT funding is insufficient to provide appropriate computer equipment; and the measures being taken to address this issue. [34940/26]
View answerI propose to take Questions Nos. 610, 611, 612 and 613 together.
As the Deputy is aware, I announced earlier this year €35 million in grant funding for Information and Communications Technology (ICT) with this funding issuing to all recognised primary and post-primary schools in January 2026. This brings the total investment in ICT in schools under this current strategy to €170m.
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.
Schools, in conjunction with parents, are responsible for decisions on the use of digital technology, including tablet devices, laptops, and learning platforms, and how best to manage their integration into classroom practice reflective of their own context and requirement. This includes the integration of Design and Computer Graphic`s(DCG) in their school.
The Digital Strategy for Schools to 2027 and its associated Implementation Plan are underpinned by €200 million in ICT Infrastructure grant funding over the lifetime of the Strategy, as committed under Ireland’s National Development Plan (NDP).In total €380m has been invested in schools across the country since the implementation of the first Digital Strategy for Schools commenced in 2015 to date.
As part of the development of the Digital Strategy for Schools to 2027, an extensive consultation process was undertaken with education stakeholders, including teachers and students, to help inform the strategy through their views and experiences.
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,
This includes specific higher specification hardware and dedicated software agreements for the Design and Computer Graphic subject. Schools are encouraged to avail of these frameworks which will enable them to comply with procurement requirements and achieve agreed, transparent, pricing.
614. Deputy John Paul O'Shea asked the Minister for Education and Youth if she is aware of the 'Key to the EU' programme developed through University College Cork for use in primary schools; if her Department would actively promote this programme within schools; and if she will make a statement on the matter. [34953/26]
View answer615. Deputy John Paul O'Shea asked the Minister for Education and Youth the number of primary schools currently using the 'Key to the EU' programme; whether participation is monitored by her Department, given the programme connects fully with the revised primary curriculum; and if she will make a statement on the matter. [34954/26]
View answerI propose to take Questions Nos. 614 and 615 together.
I am aware of the “Key to the EU” programme and the team behind it have been in contact with my department. As with other similar programmes I acknowledge the work that goes into developing such programmes and the positive intentions behind it.
However, apart from a small number of prescribed texts at post-primary level, determined by the National Council for Curriculum and Assessment (NCCA), decisions on textbooks, programmes and products to use in primary and post-primary schools are taken at school level.
The Education Act, 1998 sets out the key roles and functions that are discharged by patrons and boards of management in the running of schools. The Act provides that it is the duty of the board of management to manage the school on behalf of the patron, for the benefit of the students and their parents and to provide or cause to be provided an appropriate education for each student at the school. The principal is responsible for the day-to-day management of the school, including guidance and direction of the teachers and non-teaching staff of the school and is accountable to the board for that management.
This statutory position underpins the current policy within the department not to endorse or promote any particular programme, product or publication to support teaching and learning. There are a small number of exceptions where the department has procured textbooks or resources in order to fill a need but there is no obligation for a school to use any particular textbook or programme in their delivery of the curriculum.
External companies and organisations are free to make direct contact with schools with regard to their own resources. In terms of content, the Department of Education and Youth does not have a role in approving, commissioning, sponsoring or endorsing any content in any publication or product. The only requirement from the department, on any resource used in a school, is that it is relevant to the curriculum. Ultimately, the decision on which resources, if any, most appropriately covers the curriculum, rests within the school itself.
Given these circumstances, the department does not have any information on participation rates with any particular resource.
616. Deputy Barry Heneghan asked the Minister for Education and Youth whether her Department is considering the development or expansion of educational programmes in schools and youth settings aimed at teaching children and teenagers practical skills relating to horse care, animal welfare and responsible ownership, particularly in areas of Dublin with a strong tradition of horse ownership; whether any engagement has taken place with equine welfare organisations, schools or youth services on such initiatives; and if she will make a statement on the matter. [34968/26]
View answerAt primary school level, the Social and Environmental Education (SEE) curriculum helps children develop a wide range of skills and encourages them to adopt open, critical and responsible attitudes, including caring for animals.
Relationships is one of the eight overarching principles of learning, teaching and assessment in the redeveloped primary curriculum. Within the SEE curriculum, this principle includes fostering respectful and caring relationships with all living things, including animals, and understanding that people, plants and animals depend on one another. Children learn how to care for and respect animals and explore ways they can take action to protect their environment.
Teachers can also draw on support materials and programmes from organisations such as the Dublin Society for Prevention of Cruelty to Animals (DSPCA), which offers free primary school programmes and facilitates educational visits for schools.
At post primary, the Junior Cycle Framework and the Transition Year Programme statement provide flexibility, and it is a matter for schools to decide which subjects they wish to offer.
When planning a Junior cycle and TY programme, whether within schools or other educational settings, there is flexibility to respond to the needs and context of their students. In any specific location where the care of horses is of local concern schools may develop a short course, or a unit of learning in JC to directly address this or they can develop transition unit within their TY programme.
There is also a Level 2 Short course for Junior Cycle: A Personal Project: Caring for Animals. This short course builds on and promotes the development of a range of personal, social and practical skills in the context of learning about an animal of special interest to the student. As well as content knowledge, students develop essential skills such as those of communication and language; thinking and reasoning; labelling; classifying; comparison and inferring. Knowledge, skills and attitudes for life are developed through links with the community, creative projects, numeracy, communication and literacy.
One of the Leaving Certificate subject options available is Biology. Leaving Certificate Biology students develop a critical awareness of the impact of humankind's decisions on the living world - from our societal impact on species and ecosystems to the personal decisions that influence our health and wellness. They draw on their knowledge and understanding of a number of specified core concepts from different areas of biology to evaluate and use arguments about the place of biology in society. They develop an appreciation of the significance of biology in personal, social, environmental, economic and technological contexts and an awareness of advances in technology, relevant to biology.
617. Deputy Jen Cummins asked the Minister for Education and Youth the reason the email address (details supplied) provided to principals of schools granted DEIS plus status is not working [34990/26]
View answerSchools included in the DEIS Plus scheme received notification of their inclusion in the scheme via email directly from the official DEIS Plus email address, DEISPlus@education.gov.ie, on the 25 March 2026.
The email address referenced (DEIS_plus@education.gov.ie) is not an official email address used by the department for communications relating to the DEIS Plus scheme.
618. Deputy Jen Cummins asked the Minister for Education and Youth if the schools granted DEIS plus and granted two deputy release days are covered by a substitute teacher; if it has to be two days per week; the way it should be inputted into the OLCS system; and if she will make a statement on the matter. [34991/26]
View answerAddressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority for me as Minister for Education and Youth and for the Government. The new DEIS Plus scheme, which will commence this year, launched as part of the DEIS Strategy to 2035. It represents the most significant expansion of targeted supports since the establishment of DEIS. DEIS Plus is designed to provide enhanced, evidence-based supports to a cohort of 121 schools with the highest concentrations of children and young people at risk of educational disadvantage, identified through a refined data-based model that draws on a range of indicators associated with persistent and intergenerational disadvantage.
This approach ensures that additional resources are directed where they can have the greatest impact, and forms a core element of the wider €48 million full-year investment across both the DEIS Strategy and the DEIS Plus scheme. Approximately 30,000 children and young people attending DEIS Plus schools will benefit from these targeted supports.
Schools in the DEIS Plus scheme will receive strengthened, research-informed supports across wellbeing, attendance, engagement, guidance, leadership capacity, community partnerships and access to services, including the introduction of a new positive mental health and wellbeing initiative to support a whole-school approach to student wellbeing.
The implementation of the DEIS Plus scheme is being progressed by my officials. Information on deputy principal release days will issue to schools in due course.
619. Deputy Jen Cummins asked the Minister for Education and Youth where a school is granted DEIS plus status, if the new wellbeing teacher post is for a permanent teacher; if the staff member can only take the position for five years; if a principal can choose the candidate, or whether it is open for internal interview, like the HSCL role. [34992/26]
View answerAddressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority for me as Minister for Education and Youth and for the Government. The new DEIS Plus scheme, which will commence this year, launched as part of the DEIS Strategy to 2035. It represents the most significant expansion of targeted supports since the establishment of DEIS. DEIS Plus is designed to provide enhanced, evidence-based supports to a cohort of 121 schools with the highest concentrations of children and young people at risk of educational disadvantage, identified through a refined data-based model that draws on a range of indicators associated with persistent and intergenerational disadvantage.
This approach ensures that additional resources are directed where they can have the greatest impact, and forms a core element of the wider €48 million full-year investment across both the DEIS Strategy and the DEIS Plus scheme. Approximately 30,000 children and young people attending DEIS Plus schools will benefit from these targeted supports.
Schools in the DEIS Plus scheme will receive strengthened, research-informed supports across wellbeing, attendance, engagement, guidance, leadership capacity, community partnerships and access to services, including the introduction of a new positive mental health and wellbeing initiative to support a whole-school approach to student wellbeing.
The positive mental health and wellbeing (PMHW) initiative is a core element of the DEIS Plus scheme. Each school participating in the scheme is allocated a PMHW coordinator. The post must be advertised to the teaching staff of the school, and the PMHW coordinator must be an existing member of the school’s teaching staff. The eligibility of applicants must be confirmed by the school in advance of the interview process.
The PMHW coordinator may remain in the post for up to five years, after which they must vacate the post for a minimum of three years before reapplying.
Further information on the PMHW coordinator role and assignment process can be found in circular 0031/2026, which can be found at: http://assets.gov.ie/static/documents/c9e08674/PMHW_Coordinator_Circular_ENG.pdf
620. Deputy James Geoghegan asked the Minister for Education and Youth if she will provide a timeline for the addition of the dedicated autism class planned for a school (details supplied); and if she will make a statement on the matter. [34994/26]
View answerThe building project for the school referred to by the Deputy is being delivered under my Department’s Design and Build Programme. On completion, this campus project will deliver a new 1,000 pupil post-primary school and accommodation, including 5 classrooms, for children with special educational needs and a new 16 classroom primary school and accommodation, including 2 classrooms for children with special educational needs on a site at Roslyn Park, Sandymount, Dublin 4.
The project is currently at Stage 4 - Construction. Works are progressing on site, with the project being delivered on a phased basis. The first phase which will deliver the primary school is expected to be completed in Quarter 2 2026, with the post primary school expected to be completed in 2028.
My department will continue to liaise with the school and its Patron body in relation to interim accommodation needs pending the delivery of the permanent school.
621. Deputy Joe Neville asked the Minister for Education and Youth if she will provide a list of all school building, extension, refurbishment and other capital projects delivered under the remit of her Department which have been completed on time and within budget in Kildare in each of the past five years, in tabular form; and if she will make a statement on the matter. [35014/26]
View answerSince 2020, the Department of Education has provided over €409 million in capital funding for Kildare schools. Over this period, a total of 53 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 10 school projects in Kildare under construction.
Another 12 school projects will go to tender or construction in 2026 and 2027, and this summer, 5 schools are approved to undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020, all total of 116 smaller-scale projects have been completed under schemes such as Summer Works Scheme, Climate Programmes and Emergency Works Scheme. Since 2020, 63 special classes have been opened in Kildare, of which 21 were sanctioned for September 2026.
Analysis of over 100 completed large-scale projects nationally indicates an average of circa. 10% increased expenditure over contract values. Previously a circa 5% uplift was average; however, additional capacity for special education has been a significant driver of this recent increase, in response to a huge increase in demand for special education provision in the last few years. Site specific issues have also had a role in increased costs
The Deputy will appreciate that with the scale of the school building programme regarding projects completed since 2020, the dataset in relation to the specific questions is very substantial and would require individual project analysis. If the Deputy would like more specific information on an individual project/s, given that many projects are delivered on a devolved basis, my department can link in with the relevant school authorities for full details on same.
In relation to the specific questions raised by the Deputy, it is important to note that the status of all projects is set out 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.
622. Deputy Jen Cummins asked the Minister for Education and Youth the funding in terms of capitation and capital works available to a school (details supplied). [35023/26]
View answerThe primary school referred to by the Deputy is a private, fee-charging primary school. Private, fee-charging primary schools are not recognised under the Education Act, and my department has no role in relation to these schools.
