Tuesday, 19 May 2026

Departmental Data

Questions (527)

Barry Heneghan

Question:

527. Deputy Barry Heneghan asked the Minister for Education and Youth the estimated second level school retention rate to Leaving Certificate level in each county in each of the past five years, in tabular form; and if she will make a statement on the matter. [37426/26]

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Written answers

Minister for Education and Youth

The retention figures by county are tabulated below. The year refers to the first year of the entry cohort.

County	2014	2015	2016	2017	2018
Carlow	85.19	88.39	87.41	88.26	86.64
Cavan	86.9	89.85	89.82	89.76	90.02
Clare	91.34	92.17	90.73	91.2	89.63
Cork	91.19	91.19	90.83	91.11	89.71
Donegal	90.14	90.18	89.54	89.67	89.08
Dublin	88.15	89.56	89.62	88.6	86.98
Galway	88.93	90.88	90.81	90.68	89.34
Kerry	91.16	92.4	91.42	91.25	89.37
Kildare	90.74	91.41	91.68	91.21	91.08
Kilkenny	92.45	92.27	90.43	91.79	89.82
Laois	88.67	88.99	89.07	90.98	91.15
Leitrim	91.89	89.7	90.44	92.89	90.31
Limerick	92.53	92.11	91.77	91.19	88.58
Longford	84.95	85.75	88.34	83.74	86.89
Louth	90.22	91.73	91.74	90.14	91.17
Mayo	91.25	92.53	92.27	93	90.16
Meath	91.75	92.51	92.16	92.36	92.1
Monaghan	88.21	89.02	89.1	88.85	87.2
Offaly	89.5	89.82	89.15	89.39	88.34
Roscommon	92.06	89.72	90.39	89.62	84.78
Sligo	90.57	93.55	91.95	91.24	91.18
Tipperary	91.05	90.79	90.03	90.31	88.79
Waterford	89.78	92.62	91.53	90.97	89.59
Westmeath	88.77	87.89	87.57	88.56	87.25
Wexford	89.06	89.66	89	88.17	88.94
Wicklow	89.95	88.8	88.54	87.4	86.84

The annual retention reports may be found at this link:

www.gov.ie/en/department-of-education/collections/retention/.

Tusla is responsible for maintaining a register of all children who are home educated or who attend a school that does not fall under the definition of a ‘recognised school’ as set out in the Education Act 1998.

Tusla has established the Alternative Education Assessment and Registration Service (AEARS), which has oversight of the regulation of provision for education in places other than recognised schools. The legal basis for carrying out assessments in places other than recognised schools is under Section 14 of the Education (Welfare) Act, 2000.

Children under the age of 16 who leave a recognised school for an alternative education setting must register with AEARS for inclusion on the Section 14 register. These children are entitled to and can choose to sit the Junior Certificate and Leaving Certificate examinations.

Departmental Data

Questions (528)

Barry Heneghan

Question:

528. Deputy Barry Heneghan asked the Minister for Education and Youth the number of students enrolled in post primary education in fifth year; the number completing Leaving Certificate in each county in each of the past five years, in tabular form; and if she will make a statement on the matter. [37427/26]

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Written answers

Minister for Education and Youth

The numbers enrolled in 5th year for the past 5 years by county, is tabulated below, followed by the numbers sitting their Leaving Certificate:

5th years

County	2014	2015	2016	2017	2018
Carlow	880	921	938	921	983
Cavan	823	860	945	957	934
Clare	1450	1453	1407	1420	1452
Cork	6504	6713	6724	6830	6839
Donegal	2226	2120	2278	2177	2209
Dublin	14002	14292	14827	14523	14653
Galway	3127	3297	3365	3408	3300
Kerry	1762	1841	1880	1825	1829
Kildare	3101	3208	3318	3217	3202
Kilkenny	1257	1252	1273	1250	1285
Laois	942	1034	1067	1054	992
Leitrim	459	405	476	464	479
Limerick	2453	2519	2576	2563	2607
Longford	675	650	646	647	642
Louth	1994	2014	2111	2113	2161
Mayo	1638	1675	1666	1711	1699
Meath	2539	2541	2644	2593	2619
Monaghan	794	853	836	835	880
Offaly	1059	1079	1115	1025	1043
Roscommon	589	533	590	647	660
Sligo	772	840	808	874	822
Tipperary	2220	2093	2164	2323	2218
Waterford	1461	1432	1500	1438	1487
Westmeath	1416	1404	1404	1326	1378
Wexford	2024	2090	2216	2094	2086
Wicklow	1816	1808	1923	2029	1934

LC Sits

County	2014	2015	2016	2017	2018
Carlow	817	868	889	857	908
Cavan	783	832	909	912	893
Clare	1392	1413	1361	1368	1391
Cork	6324	6502	6518	6561	6524
Donegal	2122	2030	2157	2039	2080
Dublin	13669	14029	14472	13961	13963
Galway	2997	3189	3233	3269	3142
Kerry	1722	1811	1822	1731	1740
Kildare	3009	3170	3228	3082	3095
Kilkenny	1212	1206	1209	1185	1218
Laois	892	994	1011	998	948
Leitrim	442	392	454	444	466
Limerick	2417	2497	2521	2474	2474
Longford	621	602	606	587	603
Louth	1892	1952	2044	2011	2076
Mayo	1574	1623	1612	1648	1612
Meath	2491	2508	2576	2514	2541
Monaghan	748	803	785	781	811
Offaly	997	1024	1060	960	977
Roscommon	568	506	555	613	596
Sligo	730	812	777	823	786
Tipperary	2116	2040	2069	2209	2084
Waterford	1414	1430	1469	1391	1455
Westmeath	1344	1328	1339	1239	1293
Wexford	1954	2030	2095	1975	1987
Wicklow	1745	1745	1815	1880	1802

The annual retention reports may be found at this link: www.gov.ie/en/department-of-education/collections/retention/

Tusla is responsible for maintaining a register of all children who are home educated or who attend a school that does not fall under the definition of a ‘recognised school’ as set out in the Education Act 1998.

Tusla has established the Alternative Education Assessment and Registration Service (AEARS), which has oversight of the regulation of provision for education in places other than recognised schools. The legal basis for carrying out assessments in places other than recognised schools is under Section 14 of the Education (Welfare) Act, 2000.

Children under the age of 16 who leave a recognised school for an alternative education setting must register with AEARS for inclusion on the Section 14 register. These children are entitled to and can choose to sit the Junior Certificate and Leaving Certificate examinations.

Departmental Data

Questions (529)

Barry Heneghan

Question:

529. Deputy Barry Heneghan asked the Minister for Education and Youth the number of students identified through Departmental retention statistics as leaving post primary education before completion of senior cycle in DEIS and non DEIS schools respectively, by county over the past five years, in tabular form; and if she will make a statement on the matter. [37428/26]

View answer

Written answers

Minister for Education and Youth

The figures for pupils leaving post-primary before sitting their Leaving Certificate for DEIS and non-DEIS schools are tabulated below:

Non-DEIS

County	2014	2015	2016	2017	2018
Carlow	127	99	109	71	91
Cavan	81	72	74	70	75
Clare	94	85	97	94	117
Cork	399	427	459	416	526
Donegal	106	96	113	74	88
Dublin	969	860	916	919	1191
Galway	324	266	264	237	284
Kerry	130	116	118	124	146
Kildare	205	217	196	216	215
Kilkenny	73	80	91	60	79
Laois	86	90	96	74	72
Leitrim	39	45	48	34	50
Limerick	108	122	141	146	199
Longford	64	57	50	27	25
Louth	120	102	125	99	84
Mayo	109	95	89	72	91
Meath	171	154	174	157	166
Monaghan	64	59	61	72	72
Offaly	75	72	78	54	67
Roscommon	39	45	47	44	58
Sligo	59	46	56	62	64
Tipperary	167	157	175	161	187
Waterford	104	86	83	84	106
Westmeath	152	159	158	116	150
Wexford	141	141	137	138	143
Wicklow	150	186	192	175	191

DEIS

County	2014	2015	2016	2017	2018
Carlow	15	15	19	43	49
Cavan	37	22	29	34	24
Clare	38	35	42	38	44
Cork	212	201	199	224	222
Donegal	126	125	139	161	167
Dublin	868	776	761	878	899
Galway	49	54	63	99	91
Kerry	37	33	53	42	61
Kildare	102	81	97	81	88
Kilkenny	26	21	37	46	59
Laois	28	33	28	25	20
Limerick	87	92	85	93	120
Longford	46	43	30	87	66
Louth	85	74	59	121	117
Mayo	42	36	46	52	85
Meath	53	49	45	51	52
Monaghan	36	40	35	26	47
Offaly	42	44	51	60	62
Roscommon	10	13	12	27	49
Sligo	17	10	12	17	12
Tipperary	41	50	54	76	76
Waterford	57	28	53	54	63
Westmeath	18	24	32	44	39
Wexford	99	93	122	127	104
Wicklow	45	34	43	96	82

The annual retention reports may be found at this link: [www.gov.ie/en/department-of-education/collections/retention/.]

Tusla is responsible for maintaining a register of all children who are home educated or who attend a school that does not fall under the definition of a ‘recognised school’ as set out in the Education Act 1998.

Tusla has established the Alternative Education Assessment and Registration Service (AEARS), which has oversight of the regulation of provision for education in places other than recognised schools. The legal basis for carrying out assessments in places other than recognised schools is under Section 14 of the Education (Welfare) Act, 2000.

Children under the age of 16 who leave a recognised school for an alternative education setting must register with AEARS for inclusion on the Section 14 register. These children are entitled to and can choose to sit the Junior Certificate and Leaving Certificate examinations.

Undefined

Questions (530)

John Paul O'Shea

Question:

530. Deputy John Paul O'Shea asked the Minister for Education and Youth if she will expedite a solution to a case within a school (details supplied); and if she will make a statement on the matter. [37434/26]

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Written answers

Minister for Education and Youth

I wish to advise the Deputy that the position of the Department of Education and Youth (DEY), as per Circular 0007/2024, is that annual leave entitlements for a school secretary must be taken on existing school closure days i.e. mid-terms, Christmas, Easter and summer periods, that occur during the relevant leave year.

Notwithstanding this, the Department have been liaising with the school in question in relation to this case and can confirm that Ms Cronin was issued payment (directly by the school) for her untaken annual leave on the 14/05/2026.

Departmental Staff

Questions (531)

Malcolm Byrne

Question:

531. Deputy Malcolm Byrne asked the Minister for Education and Youth the number of additional staff employed or that will be employed by her Department directly or under contract for the purposes of Ireland’s presidency of the Council of the European Union in 2026. [37450/26]

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Written answers

Minister for Education and Youth

My Department is preparing for Ireland’s forthcoming EU Presidency. The Government has made a firm commitment to resource and deliver a successful Presidency.

In line with this, my Department will employ three additional staff for the purposes of the Presidency.

Departmental Reviews

Questions (532)

Pádraig Mac Lochlainn

Question:

532. Deputy Pádraig Mac Lochlainn asked the Minister for Education and Youth if her Department has assessed the impact that reductions in ESOL and related community based English language supports will have on primary and post-primary schools in County Donegal, particularly schools with Ukrainian pupils and families who require English language support; whether schools will receive additional English as an additional language, special education, home school liaison, translation or integration supports where adult ESOL provision is reduced; whether any teaching, support or ancillary posts in schools are expected to be affected by changes in supports for Ukrainians after March 2027; and if she will make a statement on the matter. [37500/26]

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Written answers

Minister for Education and Youth

I greatly appreciate the support of school communities in Donegal and across the country in welcoming children from Ukraine and those in the international protection process. Schools have demonstrated a strong commitment to providing warm and inclusive environments, playing a central role in supporting these pupils’ integration. My department will continue to support schools in responding effectively to the needs of children and young people from Ukraine and those in the International Protection process.

Additional resources are allocated to schools enrolling pupils from Ukraine and those in the International Protection process, including enhanced provision for English as an Additional Language (EAL) and Special Education Teacher (SET) support. All newly arrived students requiring English language assistance are eligible for two years of EAL support, with provision for a third year where necessary. EAL allocations are kept under review and may be adjusted, where appropriate, in response to changes in enrolment of newly arrived pupils.

Schools enrolling 10 or more pupils from Ukraine or in the International Protection process may apply for additional SET resources. Where enrolment reaches 15 or more such pupils, schools may also apply for additional Special Needs Assistant (SNA) support, up to a maximum of 25 teaching hours per week and up to three SNAs on a temporary basis. These additional supports are reviewed on a termly basis to ensure flexibility and responsiveness to need.

The Home School Community Liaison (HSCL) scheme is one of the key supports in the DEIS programme and is delivered by Tusla Education Support Services (TESS) on behalf of my Department. It seeks to promote partnership between parents, teachers and community family support services, with a view to supporting improved attendance, participation and retention.

As part of the DEIS Strategy to 2035, the department is reviewing the current DEIS framework, with a view to refining how disadvantage is measured and how schools are supported. This process takes account of a range of evidence and stakeholder feedback to ensure that schools serving significant levels of need are appropriately recognised in the updated model and supports a more responsive approach to resource allocation.

Over the lifetime of the strategy, the refinement of the DEIS model will consider how emerging or evolving patterns of disadvantage can be better addressed and how the system can best respond to schools that face increasing levels of need. This will support a more flexible approach to resource allocation, ensuring that supports remain responsive to need and are directed where they are most required.

Responsibility for the provision of education to adults rests primarily with my colleague, the Minister for Further and Higher Education, Research, Innovation and Science. A range of community organisations across Ireland also provide integration supports and English language classes to immigrants at local level. These organisations are supported through funding provided by my colleague, the Minister for Rural and Community Development and the Gaeltacht.

School Transport

Questions (533)

Michael Cahill

Question:

533. Deputy Michael Cahill asked the Minister for Education and Youth if the case of school transport in an area will be addressed (details supplied) and allow for school transport in this case; and if she will make a statement on the matter. [37590/26]

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Written answers

Minister for Education and Youth

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.

Under the current terms of the School Transport Schemes, children are eligible for 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.

A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment of school transport services, provided this can be done within reasonable cost limits.

Bus Éireann have confirmed that they have received 17 school transport applications from pupils residing in the area referred to by the Deputy to their school of attendance. All pupils are deemed mainstream concessionary.

There is currently no service available that operates from the above areas.

The closing date for applications and payments for the 2026/27 school year was 08 May 2026 and the Bus Éireann Family Portal is now temporarily closed.

Bus Éireann are currently assessing all on time applications and payments received and planning for routes and services for the 2026/27 school year. Routes may be altered or extended depending on the number and location of children who will be availing of school transport for the following school year.

Where a child is eligible for transport and the application and payment process has been completed on time, they will get a seat on a school bus service, where a service is available.

Where a child is not eligible for school transport, but the application and payment process has been completed on time, they will be considered for any spare seats available after eligible children have been accommodated. These seats are called concessionary seats.

There may be more demand than availability for concessionary seats. In such cases, Bus Éireann will use a selection process to allocate tickets for the spare seats.

Tickets will begin issuing in July and continue to issue throughout the summer. Where pupils are unsuccessful in receiving tickets, refunds will issue from Bus Éireann.

School Equipment

Questions (534)

Shane Moynihan

Question:

534. Deputy Shane Moynihan asked the Minister for Education and Youth her views on the application of a 0% VAT rate to laptops and tablets required for educational purposes; if she has engaged with the Minister for Finance and/or the European Commission regarding the possibility of same; and if she will make a statement on the matter. [37610/26]

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Written answers

Minister for Education and Youth

The department's strategy on ICT in schools, the Digital Strategy for Schools to 2027, does not mandate or prescribe the use of any particular devices or technologies in teaching and learning. The Strategy is concerned with the deeper embedding of digital technologies in education, to develop digital literacy and competency, critical thinking, and enhance collaborative learning. It is not merely about replacing physical textbooks and resources with digital versions accessed via a digital device.

Department guidance states that schools should support equitable access to ICT for all students and may provide devices on loan to students (via loan schemes) where required. Schools are also advised to consult with parents and the wider school community when developing technology policies that may involve costs for families

Decisions regarding the use and deployment of digital technology in schools is 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 been fully considered by the Boards of Managements before a decision is made.

The VAT rating of goods and services is subject to the requirements of EU VAT law with which Irish VAT law must comply. In this regard, computers (hardware) are classified as goods, subject to the standard rate of VAT, which is 23%. This rate applies to the sale of computer hardware, including V.D.U.s, disk drives, printers, and modems. Value Added Tax (VAT) is a tax which is payable on the supply or importation of goods and on the supply of services within the territory of the Member States of the European Union (EU). The tax, in all cases, is ultimately payable by the final consumer of the good or service with each party in the chain of supply that is (manufacturer, wholesaler and retailer) acting as a VAT collector.

As the deputy is aware, any proposed application of (VAT) rates, including the application of a 0% VAT rate to laptops and tablets required for educational purposes, is governed by both domestic legislation and the EU VAT Directive, responsibility for VAT and how it is applied in this state, does not fall under the remit of this department.

My department is focused on the challenges faced by schools, 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

Additionally, under the Digital Strategy for Schools to 2027, some €200 million has been committed through the National Development Plan for school ICT, with around €170 million already allocated to schools. The most recent tranche of the ICT Grant €35 million which issued to schools in January 2026. Funding is provided through annual ICT grants based on a flat-rate per school and a per-student amount, and must be used for ICT infrastructure, including networks, classroom technology, software and shared student devices. To provide certainty for schools, the ICT grant payment timeline has been standardised, with payments now scheduled for the December/January period each year.

School Equipment

Questions (535)

Cathy Bennett

Question:

535. Deputy Cathy Bennett asked the Minister for Education and Youth her Departments position on secondary schools requiring the compulsory purchase of laptops or tablets for pupils in school; if she can confirm that without these devices the school can refuse to provide books as normal; and if she will make a statement on the matter. [37611/26]

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Written answers

Minister for Education and Youth

It 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.

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, Asiera (formerly known as 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.

It should be noted that 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.

Schools Building Projects

Questions (536)

James O'Connor

Question:

536. Deputy James O'Connor asked the Minister for Education and Youth further to Parliamentary Question No. 229 of 5 February 2026, if she will provide an update on her Department’s considerations on the site identified; if she will outline her Department’s plans for the potential uses of this land; if there are no plans, if she will instruct her Department’s officials to engage with school management to discuss the matter further; and if she will make a statement on the matter. [37612/26]

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Written answers

Minister for Education and Youth

My department can confirm that it owns a 1.9 acre site across the road from the main campus referred to by the deputy. The potential future use of this piece of land is still being considered by this department in the context of educational requirements in the area.

Once my department has fully determined the requirements in this area we will be in a position to confirm the plans for this land and engage with the appropriate stakeholders.

School Equipment

Questions (537)

Cathy Bennett

Question:

537. Deputy Cathy Bennett asked the Minister for Education and Youth the time it takes her Department to process an application for assistive technology for a child in primary and in post primary school; the number of applications for assistive technology received in 2024, 2025 and to date in 2026; and if she will make a statement on the matter. [37658/26]

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Written answers

Minister for Education and Youth

Under 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.

The Assistive Technology Scheme, provided by my department, supplements the overall funding approach for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children who require essential specialist equipment to access the school curriculum. For children with more complex disabilities who require such equipment to access the school curriculum, which they do not already have or which cannot be provided for them through the schools' existing provisions, schools can apply for this equipment under the terms of the Assistive Technology Scheme.

To do this, schools make applications directly to their local Special Educational Needs Organiser (SENO), providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.

To qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential to allow the student to access the curriculum.

SENOs will review the application, and professional reports provided in support of same, to establish whether the criteria of the scheme have been met. They will then make a recommendation to my department as to whether or not assistive technology is required; and based on this recommendation, my department will decide on the level of grant, if any, to be provided.

My department has received a large volume of applications for Assistive Technology, all of which are currently being processed. While the total number of applications received in 2026, and the current processing times for both primary and post-primary applications, are not readily available, these figures are being compiled and will be provided to the Deputy in the coming week.

My department would like to reassure the deputy that applications for equipment for students with hearing and/or visual impairments have been prioritised and there is currently no delay in the processing these applications. Sixth class pupils are also being prioritised to ensure that equipment is in place to assist with their transition to post-primary school. All other applications will be processed in accordance with the date that recommendations are received in the Department by the SENO.

Lastly, the Special Education section is currently finalising a review the Assistive Technology Scheme, with one of the key goals being to streamline the application process. This new process will be in place for the start of the next school year.

School Transport

Questions (538)

Michael Cahill

Question:

538. Deputy Michael Cahill asked the Minister for Education and Youth to urgently address a matter (details supplied) and allow for school transport in the case; and if she will make a statement on the matter. [37667/26]

View answer

Written answers

Minister for Education and Youth

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.

Under the current terms of the School Transport Schemes, children are eligible for 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.

A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment of school transport services, provided this can be done within reasonable cost limits.

Bus Éireann have confirmed that they have received 17 school transport applications from pupils residing in the Dooks/ Stookisland/ Ups Cromane area for the 26/27 school year attending Scoil Realt na Mara, Cromane (12820H). All pupils are deemed mainstream concessionary.

There is currently no service available that operates from the above areas.

The closing date for applications and payments for the 2026/27 school year was 08 May 2026 and the Bus Éireann Family Portal is now temporarily closed.

Bus Éireann are currently assessing all on time applications and payments received and planning for routes and services for the 2026/27 school year. Routes may be altered or extended depending on the number and location of children who will be availing of school transport for the following school year.

Where a child is eligible for transport and the application and payment process has been completed on time, they will get a seat on a school bus service, where a service is available.

Where a child is not eligible for school transport, but the application and payment process has been completed on time, they will be considered for any spare seats available after eligible children have been accommodated. These seats are called concessionary seats.

There may be more demand than availability for concessionary seats. In such cases, Bus Éireann will use a selection process to allocate tickets for the spare seats.

Tickets will begin issuing in July and continue to issue throughout the summer. Where pupils are unsuccessful in receiving tickets, refunds will issue from Bus Éireann.

Departmental Data

Questions (539, 540, 541, 543)

Paul Murphy

Question:

539. Deputy Paul Murphy asked the Minister for Education and Youth the number of school days that have been lost nationally and in DEIS primary schools in Tallaght, Dublin 24 to teacher training and in-service days in the past two academic years. [37719/26]

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Paul Murphy

Question:

540. Deputy Paul Murphy asked the Minister for Education and Youth the current Department policy on scheduling CPD during term time; and if it includes any exemptions or protections for children with additional needs. [37720/26]

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Paul Murphy

Question:

541. Deputy Paul Murphy asked the Minister for Education and Youth the reason teacher training cannot be scheduled exclusively outside pupil contact time evenings, weekends or the paid summer period when repeated mid-term closures are causing serious disruption and regression for children with disabilities in schools such as Knockmore, Tallaght, Dublin 24. [37721/26]

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Paul Murphy

Question:

543. Deputy Paul Murphy asked the Minister for Education and Youth the number of times per academic year primary schools are permitted to close for teacher training and staff days; and if she will cap the number of such closures in order that children, especially those with additional needs, are not repeatedly removed from routine within the same term. [37723/26]

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Written answers

Minister for Education and Youth

I propose to take Questions Nos. 539, 540, 541 and 543 together.

I propose to take PQs 37719, 37720, 37721 & 37723 together.

My Department views teacher education as a continuum from initial teacher education to induction and ongoing professional learning.

The Department promotes the quality of teaching and learning through the provision of quality initial teacher education programmes, professional learning experiences (PLE) and other support for school leaders and teachers. This is achieved through the teacher education programmes, Education Support Centres and Oide – the department funded support service for teachers and school leaders.

The volume and nature of professional learning provision in any academic year is dependent upon needs identified in relation to curricular reform, implementation of priority educational policies/strategies, and the target cohorts of teachers involved.

In the development of professional learning experiences (PLE), Oide works across its divisions throughout the scoping, research, design and quality assurance phases of all professional learning resources. There is strong consultation with education professionals across the sectors to ensure that content and delivery meet the needs of teachers and school leaders. Oide's teacher professional learning activities involve the provision of bespoke professional learning experiences for diverse audiences within schools.

The provision of professional learning for teachers and school leaders during the school year takes place through a wide range of delivery models. The significant majority of these are engaged in outside of contact time with children and young people.

However, in some circumstances there is a direct benefit to the quality of education when education professionals can engage in professional learning experiences as a whole school team and immediately translate these into their everyday practice in schools and classrooms.

In the 2024/2025 and 2025/2026 school year, my Department sanctioned two whole school closure days to support the major programmes of curricular reform being introduced across primary and post-primary schools (in the context of primary school the first such reform since 1999). In the 2025/2026 school year, my Department sanctioned one additional whole school closure day for whole school staff training on new Child Protection guidelines and procedures.

The sanction of whole school closure days is very carefully considered by my Department to ensure that the benefits to the quality of educational experiences for young children outweigh any disruption to their time in school.

The redeveloped primary curriculum is currently being introduced to all primary and special schools on a phased basis over at least six years. From the 2026/2027 school year, schools will select a minimum of one curriculum area each year and each specification will take two years to fully enact. Schools can choose the order in which they enact the curriculum areas, however, the Wellbeing specification must be one of the first three specifications selected.

To support for the enactment of the five curriculum areas, I have sanctioned four whole school closure days for the 2026/2027 school year. Three of these days will be led by Oide. One further school-led closure day will support whole-school collaboration on the enactment of the redeveloped primary curriculum to include curriculum planning, collaboration and review.

These school closure days were communicated to schools in Circular 0052/2026 which issued on 05 May.

From the 2028/2029 school year, schools may opt to take a consolidation year. This will allow them to pause for one year to strengthen and embed curriculum areas already in progress.

The Child Protection Procedures for Schools 2025 were published in May 2025.

The procedures were developed in close collaboration with the education partners — including management bodies, trade unions, the National Parents Council, and were informed by the views of children, young people and parents.

All recognised schools are required to take a closure day in the period September 2025 to December 2026 to facilitate mandatory in-person training for all school staff on the revised procedures. This arrangement was agreed with the education partners.

The Croke Park Agreement hours are part of wider productivity measures introduced under the Public Service Agreements. In schools, the Croke Park Agreement hours are 33 additional hours a year at post primary and 36 hours at primary, worked by teachers.

A central purpose of the Croke Park Agreement hours is to provide for certain essential activities such as staff meetings, parent-teacher meetings, school planning, subject planning and mandated professional learning to take place without reducing tuition time. Utilisation of the additional hours for these purposes has practically eliminated school closures which were previously necessary for activities such as the ones mentioned above.

A review of the usage of Croke Park Hours is currently in progress under the auspices of the Teachers' Conciliation Council (TCC). As proceedings at the TCC are confidential, it would not be appropriate for me to make any further comment at this time.

Question No. 540 answered with Question No. 539.

Question No. 541 answered with Question No. 539.

Departmental Policies

Questions (542)

Paul Murphy

Question:

542. Deputy Paul Murphy asked the Minister for Education and Youth whether her Department accepts that repeated mid-term closures in schools are having an adverse effect on parents and children who depend on routines due to their sensory difficulties. [37722/26]

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Written answers

Minister for Education and Youth

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 promotes that students will be supported to receive an education in the most inclusive setting possible.

The scheduling of the school holiday periods during the school year is agreed between the managerial authorities of schools, the teacher unions and my department for the purposes of standardising breaks at Christmas, Easter and mid-term. This is important to ensure certainty for the school community about the dates of school holidays.

It is the responsibility of the board of management of a school to ensure that primary and special schools are open for tuition for all pupils for a minimum of 182 school days, and that post-primary schools are open for tuition for a minimum of 166 days for all students.

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.

Question No. 543 answered with Question No. 539.

Schools Building Projects

Questions (544)

Noel McCarthy

Question:

544. Deputy Noel McCarthy asked the Minister for Education and Youth further to Parliamentary Question No. 19 of 23 April 2026, to provide an update on her Department’s review of the scope of works and associated costs in providing an entrance and access way to a site (details supplied); the timeline for completion of access works to the site; if access will be made available ahead of the upcoming 2026-2027 school year given the growing local school need for recreational spaces; and if she will make a statement on the matter. [37726/26]

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Written answers

Minister for Education and Youth

The scope of works to provide an access way and entrance for the green area at the educational campus in Carrigtwohill, as referred to by the Deputy, are currently undergoing reassessment and review by the Programme Manager, following my Departments recommendation that a cost-effective solution be considered and resubmitted for further consideration.

Once the scope of works and cost to provide the access and entrance are agreed, procurement of a contractor to complete the works can be undertaken. Until this scope of works is agreed it is not possible to give a timeline for completion.

On completion of the works, my Department intend that the lands be handed over to Cork Education & Training Board to manage and maintain.

It is the intention that the green area access will be shared by all schools on the campus as an occasional recreational green area. See condition 3 - Planning reference 24/05905

My Department continues to have positive and productive engagement with the three schools and their patrons throughout all stages of this project and will continue to support the schools on the new school campus.

School Equipment

Questions (545)

Paul Murphy

Question:

545. Deputy Paul Murphy asked the Minister for Education and Youth her Department’s position on secondary schools requiring parents to purchase iPads or specific digital devices; the steps she will take to ensure that families are not subject to undue financial pressure; and whether she will review digital learning policies in secondary schools and provide financial support for families. [37730/26]

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Written answers

Minister for Education and Youth

The department's strategy on ICT in schools, the Digital Strategy for Schools to 2027, does not mandate or prescribe the use of any particular devices or technologies in teaching and learning. The Strategy is concerned with the deeper embedding of digital technologies in education, to develop digital literacy and competency, critical thinking, and enhance collaborative learning. It is not merely about replacing physical textbooks and resources with digital versions accessed via a digital device.

Through the digital strategy, schools are directly funded for ICT and have autonomy to determine which infrastructure and devices (including tablets or laptops) are utilised, in line with their Digital Learning Plans. Schools must also have acceptable usage policies in place and may use ICT funding to support new curricula and assessment.

Department guidance states that schools should support equitable access to ICT for all students and may provide devices on loan to students (via loan schemes) where required. Schools are also advised to consult with parents and the wider school community when developing technology policies that may involve costs for families. However, there is no dedicated funding stream for one-to-one student devices. Schools have flexibility to use their ICT grants to meet local priorities, including infrastructure, maintenance and device provision, within available resources.

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.

Under the Digital Strategy for Schools to 2027, some €200 million has been committed through the National Development Plan for school ICT, with around €170 million already allocated to schools. The most recent tranche of the ICT Grant €35 million which issued to schools in January 2026. Funding is provided through annual ICT grants based on a flat-rate per school and a per-student amount, and must be used for ICT infrastructure, including networks, classroom technology, software and shared student devices. To provide certainty for schools, the ICT grant payment timeline has been standardised, with payments now scheduled for the December/January period each year.

School Staff

Questions (546)

Frankie Feighan

Question:

546. Deputy Frankie Feighan asked the Minister for Education and Youth if a candidate applying for a post of responsibility, can offer evidence from outside their immediate school context as evidence of their competence for example service with OIDE, PDST, NCC, other schools or workplaces (details supplied); if so, should this experience be accredited the same scoring as evidence of competency offered within the immediate school context; and if she will make a statement on the matter. [37732/26]

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Written answers

Minister for Education and Youth

As set out in both Circular 44/2019, covering Promotion and Leadership in Recognised Primary Schools, and Circular 3/2018, covering Leadership and Management in Post-Primary Schools, candidates are required to demonstrate their capacity in relation to four identified competencies set out in the Circular. The circulars provide that a candidate can do so with relevant examples of professional, educational and life experience.

It is a matter for the teacher to outline their relevant experience to the Interview Panel and to demonstrate how that experience contributes to their capacity to meet the requirements of the post.