Written Answers Nos. 604-623
604. Deputy Ken O'Flynn asked the Minister for Education and Youth whether her Department has assessed the number of students nationally currently accessing device loan schemes operated by post-primary schools; the number of schools operating such schemes; and if she will make a statement on the matter. [39733/26]
View answerIt is the responsibility of each individual school to select the digital resources, if any, that it will use to support its implementation of the curriculum. The Digital Strategy for Schools to 2027 does not mandate or prescribe the use of any particular devices or technologies in teaching and learning, rather it advocates for the deeper embedding of digital technologies in teaching and learning to develop digital literacy and competence, critical thinking and collaborative practice. It is not merely focused on using digital devices as an alternative to physical textbooks or resources.
Accordingly, there is no Department requirement for students to use personal digital devices for schoolwork or homework. The Department does not hold data on the number of students nationally currently accessing device loan schemes, as decisions of this nature are made at school level.
Where digital devices are used as part of teaching and learning, schools are expected to ensure that no child is disadvantaged due to lack of access to technology.
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.
The Digital Strategy for Schools to 2027 was published in 2022 and is underpinned by funding of €200 million 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 €170 million 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.
605. Deputy Ken O'Flynn asked the Minister for Education and Youth whether her Department will review the adequacy of iScoil funding in light of the fact that 381 eligible referrals were refused places since the 2022-2023 academic year due to limited capacity; and if she will make a statement on the matter. [39734/26]
View answer606. Deputy Ken O'Flynn asked the Minister for Education and Youth whether her Department will establish a target that no eligible child referred to iScoil should be refused a place solely due to funding or capacity limitations; and if she will make a statement on the matter. [39735/26]
View answer607. Deputy Ken O'Flynn asked the Minister for Education and Youth whether any assessment has been carried out into the long-term educational outcomes for children who were eligible for iScoil but were refused a place due to capacity limitations; and if she will make a statement on the matter. [39736/26]
View answerI propose to take Questions Nos. 605 to 607, inclusive, together.
The iScoil programme is an autonomous online learning community that provides for a specific cohort of young people who meets their eligibility criteria, having been referred by Tusla Education Support Service (TESS) - Educational Welfare Service (EWS). iScoil aims to support the young person’s re-engagement with education, achieve accreditation, and progress to school, further education, or training.
Is important to note that iScoil is not intended as an educational option for children on reduced timetables or those awaiting a suitable school placement. In cases where the young person is in receipt of limited home tuition, they remain enrolled in school and are not without an education placement. These students continue to be supported through their schools, the National Educational Psychological Service (NEPS), the National Council for Special Education (NCSE) and Tusla Education Support Service (TESS).
My Department keeps the range of educational supports available to children and young people under ongoing review, including the needs of those who are temporarily unable to access full-time mainstream education. An independent evaluation of iScoil’s home-based provision is currently underway and is expected to be completed in Summer 2026. Once complete, the findings of that evaluation will be reviewed by my Department and will be considered in the wider context of education, including engagement with key stakeholders.
In relation to the long-term educational outcomes for children who were eligible for iScoil but were not offered a place, it is expected that the aforementioned independent evaluation will provide more up-to-date information on this cohort.
My Department recognises the increasing demand for iScoil and has substantially increased both funding and capacity in recent years. While the number of referrals has almost doubled between the 2022/2023 and 2025/2026 academic years, the number of funded places has increased by more than 200% since 2021. This demonstrates the Department’s continued commitment to supporting this vulnerable cohort.
My Department will continue to engage with iScoil and TESS regarding levels of demand, programme outcomes, governance arrangements and the findings of the forthcoming independent evaluation, including consideration of future funding requirements and programme capacity.
608. Deputy Ken O'Flynn asked the Minister for Education and Youth whether her Department intends to establish an interim national educational pathway for children on reduced timetables, limited home tuition, or awaiting suitable school placements who do not meet the current eligibility criteria for iScoil; and if she will make a statement on the matter. [39737/26]
View answerThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
The department provides for a range of placement options and supports for schools and students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an education that meets their needs.
The functions of the National Council for Special Education (NCSE) include planning and coordinating the provision of education and support services to children and young people with special educational needs in conjunction with schools and the Health Service Executive (HSE).
The NCSE, through its network of local special educational needs organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required.?
My department's Home Tuition Grant Schemes provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. By its nature, it is intended to be a short-term intervention.
The purpose of the Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for:
(a) Pre-School Children with autism who meet the scheme’s eligibility criteria
(b) Children seeking a Special School or Special Class placement
(c) Students, enrolled in schools, with a significant medical condition, which has caused, and is likely to continue to cause, major disruption to their attendance at school
(d) Students, enrolled in schools, with school phobia and/or associated depression/anxiety, which has caused, and is likely to continue to cause, major disruption to their attendance at school
The iScoil programme is an autonomous online learning community for young people who are out of school and who require a flexible, personalised learning approach. It works primarily with students aged 13 to 16 who have been out of school for six months or more and aims to support re-engagement, accreditation and progression back to school, further education or training.
Access to iScoil is by referral only through Tusla Education Support Service (TESS) Educational Welfare Officers. The final decision on admission is made by the iScoil Referral Panel, comprising the iScoil CEO, an iScoil Board representative, a Programme Team representative and a representative of TESS senior management.
There must be clear evidence on all referrals that a return to school is not viable and that all interventions have been attempted. Referrals are considered at three home-based intake points each year. At each Referral Panel meeting, the evidence provided in each referral is assessed and available places are allocated to those young people presenting with the highest level of need.
My department recognises that there are children and young people on reduced timetables, receiving limited home tuition, or awaiting a suitable school placement who may not meet the current eligibility criteria for iScoil. These students continue to be supported through schools, the National Educational Psychological Service, the National Council for Special Education and TESS.
My department keeps the range of educational supports available to children and young people under ongoing review, including the needs of those who are temporarily unable to access full-time mainstream education. The forthcoming independent evaluation of iScoil, together with continued engagement with relevant stakeholders, will help inform future policy considerations regarding the development of additional interim educational pathways for this cohort.
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.
609. Deputy Shane Moynihan asked the Minister for Education and Youth further to Parliamentary Question No. 305 of 7 May 2026, if she will review a matter (details supplied); the way in which the projected deficit of 691 post-primary school places in the Newcastle-Rathcoole school planning area by 2028 will be addressed; and if she will make a statement on the matter. [39739/26]
View answerMy department has a robust forward planning process which considers population and enrolment data.
Where demographic data indicates that additional provision is required, the aim is to try and facilitate this, where possible, through expansion of existing schools, rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040, for an increased emphasis on compact growth
New schools are only established in areas of demographic growth, as the resources available for school infrastructure must be prioritised to meet the needs of areas of significant population increase to ensure that every child has a school place.
My department conducts demographic analysis at both school planning area and settlement level. More granular analysis is carried out in areas encompassing both high growth urban settlement areas and a more rural hinterland.
The figure referred to by the deputy relates to a potential deficit in the area if an Irish Medium Post Primary school was located in the area as this model of school would draw pupils from a wider area. However, this doesn’t apply in the school planning area of Newcastle-Rathcoole.
The current enrolment of the two post primary schools in the Newcastle-Rathcoole represents 88% of the post primary school going population of the area. Post Primary school pupils living in this area attend post primary schools in other areas, also, such Tallaght and Celbridge. The demand for post primary places in this area is projected to increase in the coming years. There are capital projects, at construction, for both of these post primary schools, which will provide additional capacity, over 40% above the existing enrolment levels. This additional capacity will cater for the projected increased demand.
The building project for Coláiste Pobail Fóla 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 6 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 the ETB-owned site at Fortunestown Lane.
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 includes the primary school and phase 1 of the post primary school, is expected to be completed in quarter 2 2026. The remaining phases of the post primary school are expected to be completed in 2027 and 2028 respectively.
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.
The large-scale project at Holy Family Community School Rathcoole includes the demolition of the existing school and the phased construction of a three storey 1,300 pupil community school with special education needs unit and PE hall.
The major building project for the school referred to is currently at an advanced stage of Architectural Planning Stage 4 – Construction.
This project is being delivered as part of the departments Traditional Programme.
Works commenced on site in August 2024 and is progressing well. Phase 1 was completed in February 2026 and is now occupied by the school. Phase 2 commenced in March 2026, and Phase 3 is expected to begin in Quarter 1 2027, with expected substantial completion in quarter 4 2027.
My department is satisfied that the delivery of these two projects will generate enough capacity to cater for all pupils living in the area.
My department will continue to liaise with South Dublin County Council in respect of their County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
610. Deputy Mark Ward asked the Minister for Education and Youth to comment on the teacher allocation for a school (details supplied) for the upcoming year; the reason this decision was made; if the reduction in teacher numbers can be reviewed; and if she will make a statement on the matter. [39740/26]
View answerThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally.
The enrolment of the school referred to fell below the required threshold for the retention of the 16th class teacher.
The staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. That circular contains information and application forms on the staffing appeals process, where schools may appeal their staffing allocation to the Primary Staffing Appeals Board. The appeal submitted by the school was unsuccessful. The Appeals Board operates independently of the Department and its decision is final.
611. Deputy Carol Nolan asked the Minister for Education and Youth the number of students in primary and post-primary schools reported as absent for 20 or more days in the 2024-2025 school year; the breakdown between casual non-attendance and cases linked to school reluctance or emotionally based school avoidance; if she will provide the figures for each county; and if she will make a statement on the matter. [39747/26]
View answerTusla Education Support Service (TESS) is under the remit of my department and operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands namely the statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison (HSCL) scheme and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, parents and guardians and other relevant services to achieve the best educational outcomes for children and young people.
Under the Act, schools are required to submit a Student Absence Reports (SAR) to Tusla twice a year for those children absent from school for a cumulative total of 20 days or more. The data collected is used to provide statistical reports on school absence for those students aged between 6 and 16 years by the recorded reason for their absence, i.e. illness, urgent, holiday, suspension, other or unexplained. TESS does not collect the reason for absence outside these parameters.
It is the responsibility of the parent/guardian to provide an explanation for the absence to the school. Each school must have an attendance policy stating the method by which a parent/guardian provides absence explanations to the school and the procedures that the school employs to follow up on absences.
The latest published school attendance data is the 2023-2024 school year Annual Attendance Report and Student Absence Report available at this link: www.tusla.ie/uploads/content/Analysis_of_School_Attendance_Data_2023-24.pdf
The report for the 2024/2025 school year will be published later in 2026.
612. Deputy Carol Nolan asked the Minister for Education and Youth the specific supports and funding provided to schools to address emotionally based school avoidance, EBSA; the number of schools that have implemented dedicated gradual return plans or well-being programmes for students with school reluctance in the past two years; and if she is satisfied that current resources, including NEPS and Tusla Education Support Services, are adequate to meet demand. [39748/26]
View answer614. Deputy Carol Nolan asked the Minister for Education and Youth the steps being taken to support neurodivergent students including those with autism and ADHD experiencing school reluctance; the waiting times for assessments and interventions through NEPS and CAMHS for school avoidance cases; if she will consider additional training and resources for teachers in trauma-informed and neuro-affirming approaches; and if she will make a statement on the matter. [39750/26]
View answerI propose to take Questions Nos. 612 and 614 together.
NEPS provides educational psychological support to all schools in the following ways:
• General support and advice from a NEPS psychologist, either through the school’s assigned psychologist or through the NEPS Advisory Support Line.
• Support from a NEPS psychologist in the event of a Critical Incident.
• National and Regional Support and Development service for school staff which 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 for individual casework where a priority need is established to either a NEPS psychologist or a private educational psychologist on the Scheme for Commissioning Psychological Assessments (SCPA) panel.
NEPS encourages schools to support children and young people using the Continuum of Support, whereby school staff use a problem-solving approach, including school screening (assessment) and evidence-based intervention, for children and young people experiencing difficulties in the school context including students who display reluctant attendance and school avoidance behaviour.
NEPS has developed guidance to provide schools with information on how to support children and young people who display reluctant attendance and school avoidance behaviour. The guidance aims to provides best practice for schools in working with parents and supporting their child to attend and stay in school. Educational Psychologists also deliver training to schools based on the following guidance documents.
• Supporting your Child when they are Reluctant to Attend School: Guidance for Parents and Guardians of Primary School Children
• Managing Reluctant Attendance and School Avoidance Behaviour | A Good Practice Guide for Primary Schools
• Supporting your Child when they are Reluctant to Attend School: Guidance for Parents and Guardians of Post-Primary School Children
• Managing Reluctant Attendance and School Avoidance Behaviour | A Good Practice Guide for Post-Primary Schools
NEPS psychologists can support school communities with reluctant attendance and school avoidance behaviour at all levels of the Continuum of Support. If involved at a case work level NEPS psychologist may provide consultation, liaise with other services and advise or become directly involved with the pupil to:
• Review progress with school staff, pupil and parents/guardians
• Identify other strategies and supports and contribute to an individualised student support plan
• Liaise with, or make onward referral to, other services as appropriate
NEPS has developed an elearning course for schools titled ‘Introducing a Trauma Informed Approach. The Stress Factor: Getting the Balance Right’. It is a short course that focuses on stress and its impact on wellbeing, learning and behaviour. The training aims to support school staff to build resilience for all including students with additional needs and those affected by trauma and adversity, including children with reluctant attendance and school avoidance behaviour .
NEPS and Jigsaw also collaborate and deliver webinars through Neart, the post-primary school mental health programme, which provides a comprehensive suite of mental health and wellbeing resources, training and programmes for post-primary school staff and parents. This work includes webinars for parents and two podcasts for parents on ‘Helping your child start post-primary school’ and ‘Supporting young people who are struggling to attend school’. For more information see the Neart Website on gov.ie.
The Department has initiated a Wellbeing Policy and Implementation Plan Review and broader stakeholder engagement process to consult on a successor to the current Wellbeing in Education Policy.
A key principle is that the review will be an open collaborative process to ensure the outcome is reflective of the concerns of all stakeholders. To facilitate this an Advisory Group has been appointed consisting of up to 30 representatives. The Advisory Group provides input to the process from key representatives, including student, parent and advocacy groups, at all stages of the review. The group includes educational stakeholders from advocacy, parental, staff and school groups. It is recognised that each of these groups will add value to the review process by bringing expertise and their lived experience to the table.
The Tusla Education Support Service (TESS) has developed a 5-year plan (2023-2028) to improve school attendance nationally. Initiatives in the plan include developing school avoidance support for schools, improved data collection and analysis, expansion of the Anseo framework to all schools, research and policy development, attendance initiatives and the continued development of the service delivery of the TESS 3 strands – Education Welfare Service (EWS), School Completion Programme (SCP) and Home School Community Liaison Scheme (HSCL). An SCP school avoidance practice model is currently being developed.
Anseo is a school-level support which provides an actionable attendance tool for schools which uses a three-tiered model. Schools can identify patterns of absenteeism at the student, class and whole-school level to develop nuanced and timely responses to drivers of school absenteeism.
The Anseo model was trialled in four schools during 2023-2024, and it is now being phased into roll-out, with the aim of rolling the framework out to all schools by 2028.
The Anseo team will support schools in recognising the value of using attendance data to implement effective, whole-school strategies to help improve student attendance.
The Anseo team have developed a range of resources and supports for schools engaged in the first phase of delivery of the model to respond to school avoidant behaviours.
Regarding CAMHS, this Department does not hold information on access to CAMHS as CAMHS comes under the remit of the Department of Health.
Please be assured that supporting students experiencing school attendance issues is a priority area, with ongoing training, consultation and multi-agency work in place to ensure their needs are understood and responded to appropriately.
613. Deputy Carol Nolan asked the Minister for Education and Youth her Department's assessment of the increase in school reluctance since the Covid-19 pandemic; the measures contained in the Tusla five-year plan for school attendance that specifically target emotionally based school avoidance; and when an updated national guidance document for schools and parents on this issue will be published. [39749/26]
View answerTusla Education Support Service (TESS) is under the remit of my department since 1 January 2021 and operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands: the statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison Scheme (HSCL) and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, parents and guardians and other relevant services to achieve the best educational outcomes for children and young people.
Parents have a legal duty to ensure that their child, who is attending a recognised school, is at school on every day that the school is open, unless there is a genuine reason for him or her not to attend.
Over 224 million students worldwide were impacted by school closures during Covid-19 (UNESCO, 2022). Rates of absenteeism remain high in primary and post-primary schools in Ireland compared to pre-pandemic levels. Attendance data from the 2023/24 school year shows some correction post pandemic and is available at www.tusla.ie/uploads/content/Analysis_of_School_Attendance_Data_2023-24.pdf
TESS has developed a five-year plan for school attendance (2023-2028). The plan is targeted and collaborative and will focus on policy, practice, implementation of the Multi-Dimensional Multi-Tiered System of Supports (MD-MTSS), known as Anseo, and the expansion of TESS services to schools and families, employing innovative ways to meet the needs of vulnerable learners. The plan is structured on five distinct themes of work where actions are outlined to improve attendance. Further information is available at www.tusla.ie/uploads/content/TESS_5_Year_Plan_for_School_Attendance_2023-2028.pdf
Each school is required to have a set of attendance practices and strategies that promote good attendance among all students. As part of the five-year plan, TESS has published a series of attendance webinars to support schools. The seven webinars in the series are available for schools to view at www.tusla.ie/tess/national-school-attendance-campaign/
TESS has delivered a national multi-media school attendance campaign, promoting the importance of regular school attendance for all students. Consultation with key stakeholders took place to build the key campaign messages. The multimedia campaign aims to raise awareness of the importance of school attendance with parents and caregivers, to communicate the benefits of daily attendance at school and to signpost supports where families are experiencing school attendance problems.
My department, in collaboration with TESS, the National Parents Council and the HSE, has created a dedicated website landing page [www.gov.ie/schoolattendance] to direct the public to the available supports and advice.
TESS teams are working collaboratively with schools and communities to provide interventions, including the implementation of Anseo, which provides schools with tools to effectively plan to improve school attendance. The implementation of Anseo is intended to create practices, structures, and tools that will assist schools in improving attendance outcomes and to develop and strengthen responses for young people experiencing school avoidance behaviours. The model was successfully piloted in four schools before being rolled out to 60 additional schools from the start of the current school year. It will be extended to additional schools in 2026.
615. Deputy Carol Nolan asked the Minister for Education and Youth the number of students referred to Tusla Education Welfare Services due to persistent absence linked to school reluctance in 2024 and to date in 2026; the success rate of re-engagement for these students; whether her Department is tracking the long-term educational and mental health outcomes for children affected by prolonged school avoidance; and if she will make a statement on the matter. [39751/26]
View answerTusla Education Support Service (TESS) is under the remit of my department and operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands namely the statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison (HSCL) scheme and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, parents and guardians and other relevant services to achieve the best educational outcomes for children and young people.
Under the Act, schools are required to submit a Student Absence Reports (SAR) to Tusla twice a year for those children absent from school for a cumulative total of 20 days or more. The data collected is used to provide statistical reports on school absence for those students aged between 6 and 16 years by the recorded reason for their absence, i.e. illness, urgent, holiday, suspension, other or unexplained. TESS does not collect the reason for absence outside these parameters.
It is the responsibility of the parent/guardian to provide an explanation for the absence, and the school must have an attendance policy stating the method by which a parent/guardian provides explanations and the procedures that the school employs to follow up on absences.
Where a school has a cause for concern in relation to a student's attendance, a formal referral can be made to the Educational Welfare Service (EWS). All referrals received by the EWS are screened and assessed by a Senior Education Welfare Officer (SEWO) and receive a response. Referrals with significant unexplained absences are prioritised for follow up engagement by an allocated educational welfare officer (EWO). The school will also be asked to document interventions already made in line with their school attendance strategy and DEIS schools will be asked to include additional interventions deployed, for example, interventions by the HSCL coordinator or the SCP project worker.
In the 2024/2025 school year 9,293 referrals were received by TESS. By the end of February 2026 TESS had received 7,717 referrals for the 2025/2026 school year. Referrals are collated on receipt under the categories of expulsions, no school place and attendance,
“The long-term outcomes of school absence” report was recently published by the ESRI in conjunction with TESS The long-term outcomes of school absence. The report shows a significant relationship between school absence and educational outcomes in Ireland.
My department’s National Educational Psychological Service (NEPS) has developed guidance to provide schools with information on how to support children and young people who display reluctant attendance and school avoidance behaviour. The guidance aims to provides best practice for schools in working with parents and supporting their child to attend and stay in school. Psychologists also deliver training to schools based on the guidance documents. For access to this information see NEPS publications on gov.ie:
This suite of guidance documents is currently under review, and updated versions will be available in the 2026/2027 school year.
NEPS psychologists can also support school communities with reluctant attendance and school avoidance behaviour at all levels of the Continuum of Support, details of which is outlined in the guidance documents. If involved at a case work level NEPS psychologist may provide consultation, liaise with other services and advise or become directly involved with the student to:
- Review progress with school staff, student and parents/guardians
- Identify other strategies and supports and contribute to an individualised student support plan
- Liaise with, or make onward referral to, other services as appropriate
Information and advice for school staff, parents/guardians and students on managing stress/anxiety is also available on Wellbeing in Education, see Wellbeing in education. www.gov.ie/en/department-of-education/campaigns/wellbeing-in-education/
NEPS has developed an elearning course for schools titled ‘Introducing a Trauma Informed Approach. The Stress Factor: Getting the Balance Right’. It is a short course that focuses on stress and its impact on wellbeing, learning and behaviour. Familiar and new approaches based on research and the experience of NEPS psychologists are used to guide thinking planning and action. The training aims to support school staff to build resilience for all including students with additional needs and those affected by trauma and adversity, including children with reluctant attendance and school avoidance behaviour.
NEPS and Jigsaw also collaborate and deliver webinars through Neart, the post-primary school mental health programme, which provides a comprehensive suite of mental health and wellbeing resources, training and programmes for post-primary school staff and parents. This work includes webinars for parents and two podcasts for parents on ‘Helping your child start post-primary school’ and ‘Supporting young people who are struggling to attend school’. For more information see:
- NEART | Classroom resources | Jigsaw.ie
- Jigsaw Neart Parent Registration
- Neart School Staff registration form
616. Deputy Albert Dolan asked the Minister for Education and Youth further to Parliamentary Question No. 506 of 19 May 2026, to provide the figure for the highest amount of funding approved or issued by her Department in 2026 for the provision of a modular classroom; and the details of the project or school to which this funding related. [39897/26]
View answerMy Department will arrange for a response to be issued directly to the Deputy.
617. Deputy John Connolly asked the Minister for Education and Youth the proportion of primary school students being taught through the medium of Irish; and if she will make a statement on the matter. [39898/26]
View answerI can confirm to the Deputy that, in the 2024/25 school year, 7.96% of primary school pupils nationally were recorded as receiving their education through the medium of Irish.
618. Deputy Pádraig Mac Lochlainn asked the Minister for Education and Youth to provide an update on the proposed extension to a school (details supplied) for which they have full planning permission, including accommodation for four new special classes for autistic pupils and 16 mainstream classrooms. [39922/26]
View answerThe major building project for the school referred to by the Deputy is currently completing Stage 2(b) of the architectural design process. Stage 2(b) involves detailed design, securing all Statutory Approvals and the preparation of tender documentation.
The brief for this major project is to provide a New Build Extension and Refurbishment of the existing Protected Structures to extend school capacity to 16 classroom extension and provide 4 classrooms for Students with Special Educational Needs.
The stage 2B submission was received by the Department in April 2025 and is under detailed review by Department Officials.
My Department is aware of the resignation of a member of the Design Team and has been liaising with the school to appoint a replacement. This process is nearing completion.
I recently met the Principal of Scoil Naomh Fiachra in May 2026 during my visit to schools in Donegal.
Since 2020, my department has invested over €6.9 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects along with over 4,000 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goal. In addition, repurposing and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. Circa 80% of new special classes in 2025/26 are being facilitated in repurposed classroom accommodation.
This investment has delivered real benefits for school communities.
A total capital allocation of €7.55 billion for the Department of Education and Youth has been confirmed for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project roll-out for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project roll-out over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
As part of the NDP Implementation Plan for the education and youth sector, a first tranche of projects to progress to tender and/or construction during 2026 and 2027 was published in January 2026. Prioritisation will continue to identify further tranches of projects to proceed to tender and construction over the NDP period, with stakeholder consultation to commence in June 2026.
Our NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
I would like to advise the Deputy, over this period, my Department has provided €228.24 million in capital funding for Donegal schools. A total of 73 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. 1 school project was included in the NDP Implementation Plan to go to tender or construction in 2026 and 2027.
There are currently 8 school projects in Donegal under construction. This summer, 26 schools are approved to undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020 a total of 60 special classes have been sanctioned in Donegal, of which 11 were sanctioned for September 2026.
619. Deputy Pearse Doherty asked the Minister for Education and Youth to outline any schools other than community and comprehensive schools that are covered by State indemnity; or if his Department pays the insurance due to owning the building; the number and cost of any such arrangements; and if she will make a statement on the matter. [39933/26]
View answerThere are 390 schools on Minister-owned sites which are covered by State indemnity. Of these 297 are not community and comprehensive schools. However, the full cohort of 390 schools located on Minister-owned property falls under the State indemnity arrangement.
The Department does not require Boards of Management of schools on Minister-owned property to hold buildings insurance as the principle of State indemnity applies.
As set out in the Governance Manual for Boards of Management of Primary Schools, Boards of schools on Minister owned sites are required to put in place appropriate insurance cover, including public liability, contents, and employers’ liability insurance.
620. Deputy Roderic O'Gorman asked the Minister for Education and Youth if she will commit to fund the WALK PEER Supported Transitions programme beyond the end of 2026; and if she will make a statement on the matter. [39934/26]
View answerI wish to thank the Deputy for raising this issue.
The Dormant Accounts Funded Transitions programme is a collaboration between my Department and Walkinstown Association for People with an Intellectual Disability (WALK), an experienced NGO working in the area of disability services.
WALK is working with 10 schools – mostly special schools – to deliver their existing Peer Ability programme. The key objective is to ensure that students are supported to make optimal transitions from school. WALK will engage with participants for up to three years after they leave school.
Total funding of €2 million has been provided to WALK over 4 years to deliver this support. (€500,000 per year). In 2026 the DAF funding was reduced to €400,000. My Department has agreed to cover the €100,000 shortfall as an exceptional measure to allow WALK to complete the pilot which will finish this year.
Officials from my Department have had a number of discussions with WALK in relation to the programme. My Department recently received a submission to extend and expand the programme over the next 4 years at a cost of €1.75 million per year.
This proposal will require cross-departmental support. My officials are currently in the process of organising a meeting with DCDE, DFHERIS, HSE Adult Services and DSP to discuss this proposal.
621. Deputy Mairéad Farrell asked the Minister for Education and Youth if teachers registered with the teaching council under route 4, the route designated for individuals who hold recognised special education teaching qualifications obtained outside the State, are classified as qualified or unqualified teachers for pay and permanency; if her Department's payroll circulars take into account the full qualifications profile of such teachers, including additional Level 8 degrees in psychology or related disciplines; if her Department’s attention has been drawn to the fact that the same payroll threshold designed for post-primary subject teachers (requiring a Level 8 degree plus a PME) should be applied to SEN specialists under route 4 who do not deliver any curricular subject; and if she will make a statement on the matter. [39950/26]
View answerUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the www.teachingcouncil.ie/assets/uploads/2025/10/SI.2025.0482_TC_Registration_Regulations.pdf
As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set down in the Schedule of the Regulations.
The Teaching Council is the regulator of the teaching profession in Ireland. Its role is to protect the public by promoting and regulating professional standards in teaching. This is discharged through the statutory registration of teachers, ensuring a highly qualified teaching profession, whose members meet and uphold high standards of professional competence and conduct.
Fully qualified teachers who have qualified outside of the Republic of Ireland are eligible to apply for registration with the Teaching Council. All applications from teachers who qualified abroad are processed in line with the EU Directive 2005/36/EC and are assessed in the same manner, regardless of whether they qualified within or outside the EU. All applications are individually assessed.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
In accordance with Department Circulars 0044/2019 and 0031/2011, schools are required to employ appropriately qualified and registered teachers and ensure that unemployed teachers should be offered employment in preference to those who have retired. All registered teachers, whether qualified in the State of overseas, can be employed in accordance with those circulars.
3.2 of Chapter 2 of Circular 0044/2019 (primary sector) sets out the route of registration requirements for the primary school settings:
A person who has been registered Route 4 (Other) with the Teaching Council satisfies the registration requirements for employment in Special Classes in mainstream Primary Schools/SET Posts, Special Schools and Special Schools where a proportion of the pupils attending are of post-primary age and where second level programmes are being provided e.g. Junior Certificate School Programme (JCSP), Junior Cycle Level 2 Learning Programmes (L2LPs).
In accordance with section 1.1 of Department Circular 0031/2011, schools should ensure that people appointed to teach are registered teachers with qualifications appropriate to the sector and suitable to the post for which they are employed. In a post primary school teachers are required to be registered Route 2 with the Teaching Council and have qualifications in the subjects for the post they are appointed to in order to receive incremental salary.
A teacher who is not appropriately qualified and registered in accordance with Department circulars, or a teacher who is unregistered and is being employed by a school subject to the restrictions set out in the relevant Department circulars, will be paid at the unqualified rate.
Department payroll is operated primarily based on the route of registration and the incremental scale, as well as for post-holders in schools. As set out under Circular 83/17, qualification allowances are not payable to teachers who entered teaching on or after 1 February 2012.
Circular 0054/2026 outlines provision for an allowance associated with posts in special schools, however the allowance is attached to the post, rather than the post-holder so is not based on the qualifications profile of the teacher.
622. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the number of section 29 appeals that have been received by her Department from parents seeking school places, by county, from 2020 to date, in tabular form; and if she will make a statement on the matter. [39959/26]
View answerThe department’s main responsibility is to ensure that schools within an area can collectively cater for all pupils seeking school places in that area.
The Section 29 Administration Unit has liaised with the Deputy on this matter, and the Deputy has agreed to refine the scope of the question to include statistics from 2021 onwards, rather than from 2020.
Section 29 of the Education Act 1998 was amended in 2018 and was commenced on 11 November 2020;
In light of this, using figures from 2021 onwards ensures consistency and comparability in the data, as figures prior to 11 November 2020 are not directly comparable due to these legislative changes.
The number of Section 29 appeals, submitted to the department, in relation to admission decisions, up to *21 May 2026, is as follows:
|
County |
2021 |
2022 |
2023 |
2024 |
2025 |
*2026 |
Totals |
|
Carlow |
1 |
0 |
1 |
4 |
0 |
0 |
6 |
|
Cavan |
3 |
1 |
4 |
2 |
2 |
1 |
13 |
|
Clare |
7 |
5 |
2 |
3 |
5 |
2 |
24 |
|
Cork |
28 |
19 |
22 |
32 |
16 |
14 |
131 |
|
Donegal |
2 |
1 |
0 |
1 |
4 |
0 |
8 |
|
Dublin |
117 |
96 |
77 |
121 |
152 |
55 |
618 |
|
Galway |
37 |
12 |
13 |
10 |
26 |
8 |
106 |
|
Kerry |
3 |
0 |
2 |
4 |
1 |
0 |
10 |
|
Kildare |
36 |
24 |
56 |
69 |
31 |
17 |
233 |
|
Kilkenny |
7 |
3 |
2 |
3 |
2 |
4 |
21 |
|
Laois |
16 |
8 |
5 |
18 |
11 |
2 |
60 |
|
Leitrim |
0 |
1 |
1 |
1 |
0 |
0 |
3 |
|
Limerick |
7 |
15 |
40 |
4 |
12 |
7 |
85 |
|
Longford |
0 |
2 |
1 |
3 |
5 |
0 |
11 |
|
Louth |
13 |
6 |
7 |
4 |
12 |
3 |
45 |
|
Mayo |
2 |
5 |
1 |
6 |
10 |
6 |
30 |
|
Meath |
12 |
16 |
19 |
31 |
26 |
8 |
112 |
|
Offaly |
7 |
2 |
1 |
10 |
9 |
4 |
33 |
|
Roscommon |
0 |
1 |
0 |
1 |
0 |
1 |
3 |
|
Sligo |
0 |
1 |
1 |
1 |
1 |
3 |
7 |
|
Tipperary |
2 |
2 |
3 |
7 |
6 |
5 |
25 |
|
Waterford |
2 |
6 |
13 |
8 |
10 |
1 |
40 |
|
Westmeath |
7 |
3 |
5 |
7 |
7 |
4 |
33 |
|
Wexford |
6 |
7 |
4 |
12 |
6 |
3 |
38 |
|
Wicklow |
7 |
2 |
6 |
16 |
9 |
3 |
43 |
|
Totals |
322 |
238 |
286 |
378 |
363 |
151 |
1,738 |
623. Deputy Paula Butterly asked the Minister for Education and Youth if she will respond to correspondence received (details supplied) in relation to the teacher refund scheme; and if she will make a statement on the matter. [39963/26]
View answerI refer to your representations made on behalf of your constituent in relation to the Teacher Fee Refund Scheme. The purpose of the Teacher Fee Refund Scheme is to provide funding towards the cost of course participation and examination fees on successful completion of teacher professional learning courses. In order to prioritise teachers’ professional learning in areas clearly linked to learning, teaching and assessment, funding is allocated to relevant programmes in line with policy priorities in the following key areas: Upskilling for existing post primary teachers leading to registration with the Teaching Council in an additional subject, to support teacher supply at post-primary level.
Inclusion and tackling disadvantage, discrimination and inequality including cultural awareness training such as that related to Traveller and Roma culture.
Promoting well-being (in line with the Wellbeing Policy and Framework for Practice 2019 - 2023).
Digital technologies in teaching, learning and assessment including Artificial Intelligence in line with the Digital Strategy for Schools to 2027 and DEY Guidance on Artificial Intelligence (AI) in Schools.
Upskilling in literacy and numeracy skills
Curricular initiatives identified by the Department of Education and Youth (must also be endorsed by the applicant teacher’s school management)
As your constituent was informed on the correspondence detailing her rejection, she has the option to appeal this decision, as outlined in Circular 003/2026. This will give the appeals committee an opportunity to consider the individual circumstances in relation to her application.
Appeals on decisions must be received in email format in the tfrsappeals@education.gov.ie inbox within four working weeks from the date on which notification of the decision was issued.
The emailed appeal must include:
A statement from the appellant detailing the grounds for appeal.
A copy of the refusal correspondence received from Clare Education Support Centre. A copy of the online application form.
I trust this clarifies the position for you.
