Dáil Éireann Debate, Tuesday - 26 May 2026
582. Deputy Paul Lawless asked the Minister for Education and Youth the planning or impact assessment carried out by her Department prior to the introduction of the revised senior cycle programme in relation to students' access to digital devices; if the financial burden on families of providing laptops was considered; and the measures put in place to mitigate this. [39523/26]
View answer583. Deputy Paul Lawless asked the Minister for Education and Youth the additional resources, funding, or supports that have been provided to post-primary schools to meet the increased digital and project work demands arising from the revised senior cycle programme; and if such supports are intended to remove the need for families to purchase personal laptops. [39524/26]
View answer584. Deputy Paul Lawless asked the Minister for Education and Youth if her Department considers it necessary for each post-primary student to have their own personal laptop in order to fully participate in the revised senior cycle programme; and if not, the alternative arrangements that should be in place within schools. [39525/26]
View answerI propose to take Questions Nos. 582, 583 and 584 together.
I am committed to Senior Cycle Redevelopment and the implementation of the programme of work involved. The redevelopment of Senior Cycle is guided by the vision of a Senior Cycle that delivers “equity and excellence for all”.? As of September 2025, the revised Leaving Certificate tranche one specifications and their associated Additional Assessment Components (AACs) are the established curriculum being followed by students. These subject specifications for Leaving Certificate do not require each student to have their own computer, laptop or other device.
Additional Assessment Components (AACs) are designed to assess students’ skills and key competencies, in a way that a terminal written examination cannot. Instead of relying solely on one final exam, students will learn through exploring, analysing and investigation. This spreads the assessment load, helps develop critical thinking, and prepares them better for college and the workplace. Students have consistently told us this is how they prefer to learn.
The?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 currently under the new subject specifications for students to have their own laptops or devices; or devices of a particular type. Decisions on device use rest with school boards, who are?advised to prioritise?affordability and equity and to consult with parents.? It is acknowledged that in respect of some subjects access to particular supports or facilities is necessary to allow students experience the subject learning outcomes as intended. In such instances, supports have been provided to schools and where necessary as the Senior Cycle Redevelopment programme is implemented further consideration will be given as to how best to support schools.
The Department is committed to an ongoing process of identifying the resources required to realise the vision for a redeveloped Senior Cycle that meets the needs of all our students. The commitment to resourcing can be evidenced by the December 2024 Science Implementation Support Grant that issued to all schools to the value of €12 million. Schools had the autonomy to use the grant to address any locally identified needs, which could include equipment or storage.
Schools are also supported through the enhanced science subject grant, which has seen an effective doubling of the previous rate from this year and the expansion of the grant to include Agricultural Science and the most popular science subject Biology. This represents approximately €3m in annual subject grant funding in addition to the €12m funding which issued to schools in December 2024 under the Science Implementation Support Grant.
In addition, in December 2025 my Department provided a once-off ICT grant and guidance note to support the schools offering the new Leaving Certificate subject Drama, Film and Theatre Studies (DFTS) in determining and meeting their individual school specific ICT needs in respect of realising the film editing requirements of the Drama, Film and Theatre Studies specification. Individual devices are not required to realise the Drama, Film and Theatre Studies learning outcomes. Schools in the Free Education scheme received a €6,000 grant payment. Schools outside the Free Scheme (i.e. those who are fee charging schools) received this grant on a 50% basis. This is grant is in addition to the direct provision of technical resources (film, lighting, audio equipment) and free access to online streaming platforms. Schools offering Drama, Film and Theatre Studies, or Climate Action and Sustainable Development have also received other supports including a subject department establishment grant for CASD schools, new annual support grants and additional teacher allocations.
In May 2025, the Senior Cycle Redevelopment Implementation Support Measures document was published which also contains a package of further measures designed to support the implementation of the Senior Cycle Redevelopment programme in schools. A dedicated working group has been established comprising the Department, teacher unions, management bodies and other relevant agencies to identify the approach and mitigating measures for senior cycle redevelopment.
Further, 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
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.
Additionally. through the digital strategy, €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.
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 device 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, including the requirement for devices. 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.
