Written Answers Nos. 624-643
624. Deputy Eamon Scanlon asked the Minister for Education and Youth when stage 2 of the multi-million euro extension project for special needs classrooms, sensory spaces, and enhanced learning support facilities at a school (details supplied) will be advanced; and if she will make a statement on the matter. [39996/26]
View answerThe school to which the deputy refers was approved to enter my department’s pipeline of school building projects under the Additional School Accommodation (ASA) Scheme to provide three special education tuition rooms and two special education classrooms. The project has been devolved to the school authority for delivery.
This project is currently at stage 1 (preliminary design). The stage 1 report has been submitted to my department and is currently being reviewed from both a technical and cost perspective. All projects, including this one, will undergo the necessary due diligence outlined in the Public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
Although this project is not within the first tranche of school building projects recently published in the NDP Sectoral Investment Plan, it remains part of my department’s overall pipeline of school building projects. The NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, my department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by my department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at this school will be considered as part of the ongoing overall department led prioritisation process, in consultation with the school’s patron and school authorities.
625. Deputy Conor D. McGuinness asked the Minister for Education and Youth the financial supports available to parents to assist with the purchase of school laptops for their children attending secondary school, if she recognises that the cost of these laptops is a great burden on parents already hard pressed with other costs associated with their child's school education; and if she will make a statement on the matter. [40081/26]
View answer626. Deputy Conor D. McGuinness asked the Minister for Education and Youth if she is aware that the cost of laptops quoted to parents by their child's secondary school often varies greatly from school to school; if her Department has issued guidelines for schools to follow in securing the best value; and if she will make a statement on the matter. [40082/26]
View answerI propose to take Questions Nos. 625 and 626 together.
I have this week communicated directly with all schools and boards of management, clarifying the department's position that there is no requirement for a personal device for junior or leaving cert and I requested schools to be cognisant of the views of parents in relation to the use of digital devices and the associated costs. Also, I stressed the need for schools to engage with all parents - and not just the Parent's Association - before deciding on an approach regarding devices.
However, the decision on the deployment of technology in schools remains the decision of the schools and school management, having regard to their unique circumstances, educational programmes and the needs of their students. Schools are best placed to determine how technology can support teaching and learning in their settings, including decisions relating to device usage. I will continue to engage with educational stakeholders on this matter.
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.
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. 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.
The Digital Strategy for Schools to 2027, the departments strategy on ICT in schools, does not mandate or prescribe the use of any particular devices or technologies in teaching and learning, it 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 implemented, 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.
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.
627. Deputy Albert Dolan asked the Minister for Education and Youth whether she will review the eligibility criteria for assistive technology supports for children with additional educational needs, particularly in circumstances where children with diagnosed learning difficulties, ASD, ADHD, dyslexia or FASD may be excluded from accessing supports due to IQ-related thresholds or specific diagnostic criteria; whether her Department has examined concerns that families may be required to pursue additional diagnoses in order to access educational supports; and if she will make a statement on the matter. [40083/26]
View answer628. Deputy Albert Dolan asked the Minister for Education and Youth whether consideration is being given to reviewing current rules relating to Irish language exemptions and access to assistive technology supports where diagnoses such as dyslexia or dyspraxia occur after transition to secondary school; and if she will make a statement on the matter. [40084/26]
View answerI propose to take Questions Nos. 627 and 628 together.
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.
My department is concluding its review of the assistive technology scheme. This will culminate in a new circular and an updated application process.
A key objective of this review is to move the scheme from a diagnosis-based approach to a more needs-based approach, thereby granting schools greater autonomy in determining whether a child requires assistive technology to access the curriculum.
Another notable change resulting from the review is a streamlined application process. This will be achieved through the implementation of a new online portal for schools to submit applications, as well as a review of the eligibility criteria.
In addition, changes will be made to the funding process with funding being provided to schools in advance of equipment purchases, rather than on a reimbursement basis. It is anticipated that these measures will both streamline the application process and expedite the time in which children and young people who require assistive technology receive their equipment. It is intended that the revised circular will issue in the coming weeks and that the new application portal will be operational by September 2026.
Regarding Irish language exemptions, the only circumstances in which an exemption from the study of Irish can be granted are those set out in the relevant circular, Circular 0054/2022
www.gov.ie/en/department-of-education/circulars/exemptions-from-the-study-of-irish-primary-2/for primary and Circular 0055/2022 for post-primary. There are no other circumstances under which an exemption can be considered or granted. www.gov.ie/en/department-of-education/circulars/exemptions-from-the-study-of-irish-post-primary-2/
In line with other department policies in the area of special educational needs, these circulars move away from a diagnostic categorical model to a needs-based model. Therefore a particular diagnosis, such as dyslexia or dyspraxia, alone is not sufficient evidence that a child requires an exemption from the study of Irish.
This department consulted widely with stakeholders, including the Dyslexia Association of Ireland, in drafting the circulars on exemptions from the study of Irish and are very conscious of concerns regarding the learning needs of those with literacy difficulties. There are no plans to revise either circular at this time.
The circular requires the school to demonstrate evidence of intervention and differentiated support for those children/students who struggle with literacy, as well as the current level of in-school testing on discrete tests of Word Reading, Reading Comprehension or Spelling. This includes using evidence of needs over time. As part of this process the school will administer discrete tests to identify the needs of the student. It is these test results which inform intervention and need for any additional support.
For pupils/students with significant literacy needs, such as those where there are concerns that literacy attainments remain, despite intervention, at/below the 10th percentile, the school will most likely be providing support through the SET Teacher. These teachers undertake assessment and identification of need as part of their problem solving approach and development of Student Support Plans. The granting of an Irish exemption emerges from this process. Therefore the school will have evidence on an individual’s Student Support file to support the application.
The school may have reports from a psychological or a medical professional for some students. This may be useful to help inform the school in relation to need and identify interventions, but is not the primary supporting document for granting an exemption from Irish which is now a matter for the school. While an external report might recommend an exemption, it is up to the school to decide if they have the evidence (ongoing support, response to intervention and current level of need as identified in school testing) when considering the rare circumstances in which an exemption should be granted.
629. Deputy Denise Mitchell asked the Minister for Education and Youth if her attention has been drawn to the fact that a DEIS plus school (details supplied) is set to lose a mainstream teacher on the basis that it had 165 pupils and not 166 on roll for September 2025; if she will review this decision in light of the additional enrolments of two pupils in May 2026 which has brought the total mainstream roll numbers above to 166 for September 2026; if she accepts that if this reduction in teacher allocations goes ahead it would see ratios for some classes jump from the recommended 17:1 for DEIS Plus schools to 22:1; and if she will make a statement on the matter. [40108/26]
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 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.
630. Deputy Barry Heneghan asked the Minister for Education and Youth the reason for limiting the recent extension of the upper age limit for drivers operating under the school transport scheme to certain categories of drivers only; if consideration has been given to extending similar arrangements to drivers working with community and disability transport providers supporting school transport services, including organisations (details supplied); if she recognises the impact driver shortages are having on these services; and if she will make a statement on the matter. [40114/26]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education.
The scheme is operated using a mix of Bus Éireann owned vehicles and directly recruited drivers, and private contractors who recruit their own drivers to operate on the scheme.
In the current school year, over 181,000 children are transported daily to primary, post-primary and special schools throughout the country. Included in this figure is close to 25,000 children travelling on the school transport scheme for children with special educational needs.
The retirement age for school bus drivers has been set by Bus Éireann at 70 years of age, which also applies to all Bus Éireann road passenger services.
Under the Programme for Government, a commitment was made to "Carry out an independent assessment on the feasibility of removing the exclusion of drivers aged over 70 from the School Transport Scheme".
The Department of Education and Youth engaged with Bus Éireann and the Department of Transport on this matter.
The Road Safety Authority, under the remit of the Department of Transport, committed to reviewing the upper age limit of drivers as it relates to larger vehicles/school buses. This review is now complete. Bus Éireann has no plans to amend the driver age limit for larger vehicles.
To fully consider all vehicles, Bus Éireann secured independent external consultants to undertake an independent analysis of the safety considerations, criteria and feasibility of raising the maximum driving age of drivers of small public service vehicles contracted to deliver school transport services under the School Transport Scheme.
The review of the upper age limit of drivers as it relates to smaller vehicles has now been completed. Following this review, Bus Éireann has advised of an extension to the upper age limit of drivers from age 70 to 72, for a trial period. This extension will apply to drivers of small public service vehicles (max 8 seats and driver), who are contracted by Bus Éireann under the School Transport Scheme.
Bus Éireann further advise, this decision follows extensive research, stakeholder engagement and a thorough safety review undertaken by Bus Éireann.
The trial period for this extension of the driver age limit is for two years, beginning from the start of the new school year in September 2026 and ending at the conclusion of the 2027/2028 school year in June 2028.
Under the revised policy, enhanced safety measures will be implemented whereby drivers over 70 years are required to undertake an additional 6-month medical fitness assessment. Contractor compliance with conditions associated with the change to this policy will be monitored by Bus Éireann for the duration of the trial.
Bus Éireann advise that this policy change will remain under continuous review throughout the two-year trial period, with a further evaluation conducted at its conclusion to determine whether the extended age limit should be maintained or discontinued.
The safety, care and protection of school children travelling on school transport services is equally of paramount importance to the Department and Bus Éireann.
More broadly, Government is addressing recruitment challenges across the sector. Bus Éireann regularly advertise for contractors to provide school transport services.
A cross-Departmental Taskforce, led by the Department of Transport and involving the Department of Education and Youth, Bus Éireann and Education & Training Boards Ireland engages regularly.
The aim of the taskforce is to work collaboratively to identify contributing factors to the recruitment issues and put forward recommendations and measures to create a pipeline of workers to address these issues.
631. Deputy Ruth Coppinger asked the Minister for Education and Youth given that a one-year extension has been granted to the new Leaving Certificate English specification at the request of the State Examinations Commission, if she will consider an extension to Irish, given that according to experts and many Irish language and educational groups a two-year extension would allow full CEFR alignment; and if she will make a statement on the matter. [40136/26]
View answerAs the Deputy will be aware, through the Senior Cycle Redevelopment programme, the specifications for all Leaving Certificate Established curricular subjects are scheduled to be redeveloped by 2029, in annual groupings referred to as tranches.
Leaving Certificate English was initially included among the subjects constituting Tranche 2, scheduled for introduction in September 2026. The specifications for all Tranche 2 subjects, including English, have been approved and published on curriculumonline.ie.
Timelines in respect of the introduction of the Tranche 2 subjects received careful consideration having regard to the planning, implementation and enactment aspects of each of the Tranche 2 specifications. Consequently, in approving the specification, the then Minister decided that enactment of the English specification would not proceed in school year 2026/27 as initially envisaged and, enactment would not be given effect before school year 2027/28.
Leaving Certificate Irish is in Tranche 4, and it is envisaged that those entering fifth year in 2028 will study the revised specifications for Tranche 4 subjects. The Subject Development Group for Leaving Certificate Irish was convened by the National Council for Curriculum and Assessment (NCCA) in September 2025.
The Leaving Certificate Irish specification development process is ongoing. It includes working towards alignment of the subject to the Common European Framework of Reference for Languages (CEFR) as committed to in the Programme for Government. The revision of the subject will align with the long-standing Departmental policy of encouraging and supporting learners to develop and use their Irish, including enhancing oral and aural skills.
There will be an opportunity to engage with a public consultation on the draft specification, once it has been prepared by the subject development group. All public consultations can be accessed on the NCCA's website.
Consideration of the timeline for introduction of all Tranche 4 specifications, where relevant, will take place following receipt of the final specifications by the Minister in due course. This is currently expected to be in Summer 2027 as part of its consideration by the Minister during the curriculum approval process.
632. Deputy Ruth Coppinger asked the Minister for Education and Youth if she supports full CEFR alignment for the Irish curricula in primary and secondary education; and if she will make a statement on the matter. [40137/26]
View answerThe Programme for Government contains a commitment to work towards the alignment of the school curricula at different levels with the Common European Framework of Reference for Languages (CEFR). The CEFR provides an internationally recognised framework for language learning.
In line with this commitment, Is féidir liom, Is féidir linn, my department’s new Action Plan for Irish in English-Medium Schools, includes an action to work towards aligning Irish language curricula, and associated teaching supports and assessment arrangements, with the CEFR to enhance spoken Irish in schools. The inclusion of this action gives recognition to the potential of CEFR to support the effective teaching and learning of Irish.
The National Council for Curriculum and Assessment (NCCA) will advance work on achieving closer alignment of the Irish curriculum with the CEFR across the primary, junior cycle and senior cycle sectors.
Aligning language curricula with the CEFR is complex and a phased approach will help to ensure that the necessary structures and supports are in place to support the implementation of the alignment and that schools and classrooms are ready for the change.
The NCCA has commenced a process towards the alignment of Leaving Certificate Irish to the CEFR. This work is taking place under the NCCA-convened Subject Development Group for Leaving Certificate Irish as part of the ongoing Senior Cycle Redevelopment programme.
My department will continue to engage with the NCCA and all relevant agencies and organisations, and to draw on relevant expertise as the alignment work advances.
633. Deputy Ruth Coppinger asked the Minister for Education and Youth given that 20% of those sitting the junior certificate in 2025 had an exemption for Irish her views on whether this as a very high rate; if she will consider measures including supports for schools to reduce this figure; and if she will make a statement on the matter. [40138/26]
View answerThe Department of Education and Youth is committed to the Irish language as a core element of the school curriculum. Irish is a vital part of our national identity and educational heritage, and its promotion remains a key priority.
The number of exemptions granted by schools must be seen in the broader context:
• School enrolments at post-primary level have increased from 362,899 in 2018/19 to 425,411 in 2024/25, representing an increase of 17% at post-primary level.
• In 2024/25, there were 56,555 non-Irish nationals enrolled in post-primary schools.
• Over 17,000 students from Ukraine are currently enrolled in our schools, over 10,000 at primary level and over 7,000 at post-primary.
• The number of children with more complex special educational needs is increasing and this is evidenced by the almost 1,700 new special classes that have been provided in mainstream schools over the last five years and special school enrolments are increasing by 300 each year.
• There are almost 28,000 students with special educational needs enrolled in special classes and special schools in the 2024/2025 school year. This equates to almost 3% of our overall primary and post-primary student population.
The department is taking a range of measures to further support the teaching and learning of Irish including:
- the publication of the New Action Plan for Irish in English Medium Schools – “Is féidir liom, is féidir linn…”
- the publication of the new policy for Irish-medium education outside of the Gaeltacht to compliment the pre-existing Policy on Gaeltacht Education
- the department has provided additional resources to COGG to increase support for the teaching and learning of Irish including:
• Summer courses for teachers through the education centres nationwide
• Awareness campaigns on the supports and resources available
• Resources for PE through Irish, which are now available up to 2nd class and work is in progress to have resources for 3rd and 4th class for the start of the next school year.
- COGG have recently advertised a call for research to inform the development of an evidence based information leaflet for parents setting out the advantages of learning Irish and the social, cultural and economic benefits.
- Updated curricula at primary and Junior Cycle level with work underway on the Leaving Certificate specification under the programme of Senior Cycle Redevelopment which will include alignment with the Common European Framework of Reference for Languages (CEFR).
- Funding to Foras na Gaeilge for a range of projects including the doubling of this department’s contribution to the Gaelbhratach programme which aims to increase the number of English medium schools engaging with the programme and using Irish outside of the classroom
- Increasing the number of schools engaging with the departments “Content and Language Integrated Learning” CLIL project, providing sustained support through Oide and in collaboration with COGG for teaching other subjects through Irish in English medium schools.
- GaelAonaid established within OIDE to further support teachers professional development
- Funding of the Irish teacher upskilling programme in Trinity College
- €300,000 in funding for the Oileáin Árann Pilot Youth Work initiative which will deliver dedicated, island-based youth work services through Irish to Inis Mor, Inis Mean and Inis Oirr for the first time.
The department has commenced work on the implementation of ‘Is Féidir Liom, Is Féidir Linn…’, The Action Plan for Irish in English-Medium Schools, which covers a two-year period from 2025 to 2027 and which aims to improve the teaching, learning and use of Irish by over 900,000 children and students attending English-medium schools.
The plan is underpinned by four key cornerstones:
• Fostering positive attitudes towards the Irish language
• Increasing the use of Irish
• To support access to the learning of Irish for all children and young people
• Integration of supports for the Irish language.
Further information is available on the department’s webpage here: 'Is Féidir Liom, Is Féidir Linn...' - Action Plan for Irish in English-Medium Schools
www.gov.ie/en/department-of-education/publications/action-plan-for-irish-in-english-medium-schools/
634. Deputy Joanna Byrne asked the Minister for Education and Youth to confirm the feedback that was provided to a school in Louth (details supplied) following the review submitted regarding SNA allocation; the recommended SENO uplift; and if she will make a statement on the matter. [40156/26]
View answerEnabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.
The National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. The NCSE are responsible for the process and will communicate the outcome to the school.
I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
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.
635. Deputy Joanna Byrne asked the Minister for Education and Youth the number of schools in County Louth excluded from the DEIS plus scheme that have sought to appeal the decision made by her Department, to date. [40160/26]
View answer636. Deputy Joanna Byrne asked the Minister for Education and Youth the number of schools in County Louth excluded from the DEIS plus scheme that have requested her Department to verify that the DEIS plus identification model has been correctly applied to the school's enrolment data. [40161/26]
View answerI propose to take Questions Nos. 635 and 636 together.
Addressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority for the Minister for Education and Youth and for the Government. The new DEIS Plus scheme, which will commence this year, launched as part of the DEIS Strategy to 2035, represents the most significant expansion of targeted supports since the establishment of DEIS. DEIS Plus is designed to provide enhanced, evidence-based supports to a cohort of 121 schools with the highest concentrations of children and young people at risk of educational disadvantage, identified through a refined data-based model that draws on a range of indicators associated with persistent and intergenerational disadvantage.
This approach ensures that additional resources are directed where they can have the greatest impact and forms a core element of the wider €48 million full-year investment across both the DEIS Strategy and the DEIS Plus scheme. Approximately 30,000 children and young people attending DEIS Plus schools will benefit from these targeted supports.
It is important to stress that a school not identified through the DEIS Plus model does not in any way imply that the department is saying that disadvantage does not exist within that school community. DEIS Plus schools were identified using a refined, rules-based model built on nationally available pupil-level administrative data. The model draws on a range of indicators associated with persistent and intergenerational disadvantage, including small-area deprivation, lone parenthood and unemployment, Traveller and Roma identity, and children living in State-funded emergency accommodation or international protection accommodation. These indicators are applied consistently across all schools using enrolment data from the past three years.
The department also recognises that some schools are operating in the context of complex local pressures within their wider communities. While these challenges are often well understood locally, they are not always captured in datasets that can be fairly and consistently applied across the entire school system. A rules-based national model must consider all schools on the same basis; it cannot substitute locally held knowledge for data that are not available or comparable nationwide.
As part of the DEIS Plus identification process, the DEIS Plus identification model was applied nationally to DEIS Urban Band 1 primary schools and DEIS post-primary schools. In this context, there are 17 eligible schools in County Louth across DEIS Urban Band 1 primary and DEIS post-primary categories. Following application of the national DEIS Plus identification model 7 schools, 41% of eligible schools in the county, were identified for inclusion in the DEIS Plus scheme. This compares with 22.4% of eligible schools nationally that were included in the DEIS Plus scheme.
The department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS Plus scheme. Schools that were not satisfied with the outcome following the application of the DEIS Plus identification model to their school enrolment data have the opportunity to have that outcome reviewed. As set out in Circular 0045/2026, the appeal process applies to DEIS Urban Band 1 primary schools and DEIS post-primary schools only.
Schools have the opportunity to update their school enrolment data for the years 2023/2024, 2024/2025 and 2025/2026 on POD and PPOD, where they identify that the information already provided is not an accurate reflection of their school enrolment for those years. Schools may also request that the application of the model to their existing data is reviewed.
Information on the appeal process can be found at the following link: www.gov.ie/en/department-of-education/circulars/deis-plus-scheme-appeal-process/
As the appeal process was open until 25 May 2026, and applications and reviews are continuing to be received and processed, the position regarding appeals and verification requests remains subject to change. Accordingly, the department is not in a position to provide final or definitive figures at this time regarding the number of schools in County Louth that have submitted appeals or requested verification reviews under the DEIS Plus appeal process.
637. Deputy Joanna Byrne asked the Minister for Education and Youth whether direct engagement has taken place with the principals of seven DEIS primary schools in Drogheda (details supplied) following their public call to the Minister and the Government to urgently review and correct the decision made to exclude these schools from the DEIS plus scheme. [40162/26]
View answerAddressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority for the Minister for Education and Youth and for the Government. The new DEIS Plus scheme, which will commence this year and was launched as part of the DEIS Strategy to 2035, represents the most significant expansion of targeted supports since the establishment of DEIS. DEIS Plus is designed to provide enhanced, evidence-based supports to a cohort of 121 schools with the highest concentrations of children and young people at risk of educational disadvantage, identified through a refined data-based model that draws on a range of indicators associated with persistent and intergenerational disadvantage.
This approach ensures that additional resources are directed where they can have the greatest impact and forms a core element of the wider €48 million full-year investment across both the DEIS Strategy and the DEIS Plus scheme. Approximately 30,000 children and young people attending DEIS Plus schools will benefit from these targeted supports.
The DEIS Strategy to 2035 also acknowledges that students at risk of educational disadvantage are present in all schools. It therefore focuses on improving outcomes, encouraging innovation and ensuring schools can access the right supports when needed.
As part of the DEIS Plus identification process, the DEIS Plus identification model was applied nationally to DEIS Urban Band 1 primary schools and DEIS post-primary schools. Using this model, schools were identified for inclusion in the DEIS Plus scheme through an objective and data-based approach that applies nationally available indicators consistently across all schools. The identification model is underpinned by a range of administrative data on every child and young person enrolled in primary and post-primary school.
The department recognises that some schools are operating in the context of complex local pressures within their wider communities. While these challenges are often well understood locally, they are not always captured in datasets that can be fairly and consistently applied across the entire school system. A rules-based national model must consider all schools on the same basis; it cannot substitute locally held knowledge for data that are not available or comparable nationwide.
This data includes:
• The Pobal HP Deprivation Index for the small area in which the child or young person lives, obtained through the child’s or young person’s address data provided by their school on the DEY Primary Online Database (POD) or the Post-Primary Online Database (PPOD).
• The child’s or young person’s ethnicity, if provided by their school on POD or PPOD.
• Whether the child’s or young person’s address on POD or PPOD matches an address of State-funded homeless accommodation.
• Whether the child’s or young person’s address on POD or PPOD matches an address of an International Protection Accommodation Centre (IPAS) or Emergency Reception and Orientation Centre (EROC).
The DEIS Plus identification model includes the addition of a DEIS Plus index. The DEIS Plus index was developed by the department’s statistics unit to support the identification of schools for DEIS Plus. The DEIS Plus index uses the same factors as the Pobal HP Deprivation Index but places greater weight on lone parenthood and unemployment, which have been widely identified as key factors in persistent and intergenerational disadvantage.
Children and young people from ‘very disadvantaged’ or ‘extremely disadvantaged’ areas (HP score -20 under either the Pobal HP Deprivation Index or the DEIS Plus index), residing in State-funded emergency accommodation, residing in IPAS or EROC accommodation, or identifying as Traveller or Roma are designated priority cohorts within the model. Further information on the identification process is available on gov.ie/deis.
Following an assessment of the past three years’ data, only those schools identified as having the highest concentrations of children and young people at risk of educational disadvantage have been included in the scheme. If a school has not been identified for inclusion, this does not imply there is no disadvantage in the school community. While many schools experience significant need, not all will meet the statistical threshold for inclusion at this stage. Schools will continue to be supported through the range of additional resources provided through the DEIS programme.
Schools that were not satisfied with the outcome following the application of the DEIS Plus identification model to their school enrolment data have the opportunity to have that outcome reviewed through the formal appeals process.
Schools had the opportunity to update their school enrolment data for the years 2023/2024, 2024/2025 and 2025/2026 on POD and PPOD where they identified that the information already provided was not an accurate reflection of their school enrolment for those years. Schools also had the opportunity to request that the application of the model to their existing data be reviewed. The appeal process closed on 25 May 2026. Information on the appeal process can be found at the following link: www.gov.ie/en/department-of-education/circulars/deis-plus-scheme-appeal-process/
All of the schools referenced were contacted directly by my department on 27 April 2026 and informed of the DEIS Plus appeals process.
I recognise fully the concerns expressed by the schools referenced, regarding the outcome of the DEIS Plus identification process. My department officials and I regularly engage with school communities and education stakeholders on a wide range of issues and will continue to do so.
638. Deputy Pat the Cope Gallagher asked the Minister for Education and Youth when approval will issue for a project at a school (details supplied) to progress to stage 2A, noting that stage 1 approval was granted and the associated funding was drawn down almost a year ago; the reasons for the delay, given the urgent need for the additional accommodation within the school community; and if she will make a statement on the matter. [40171/26]
View answerThe school to which the Deputy refers was approved to enter my Department pipeline of school building projects to provide two special education tuition (SET) rooms. This project is devolved to the school authority for delivery.
I can confirm that the Stage 2a (detailed design) report was submitted to my Department in Q3 2025. This report is undergoing a comprehensive technical and cost review. All projects, including this one, are subject to the full due-diligence requirements set out in my Department’s Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
Although this project is not within the first tranche of school building projects recently published in the NDP Sectoral Investment Plan, it remains part of my Department’s overall pipeline of school building projects. The NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
My Department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, my Department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by my Department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at this school will be considered as part of the ongoing overall department led prioritisation process, in consultation with the school’s patron and school authorities.
639. Deputy Jennifer Whitmore asked the Minister for Education and Youth the measures her Department will take to ensure appropriate accommodations for students with dyslexia, dyspraxia and other neurodivergent learning differences during the leaving certificate examinations, particularly for those who require the use of assistive technology; and if she will make a statement on the matter. [40178/26]
View answerThe State Examinations Commission (SEC) has responsibility for the operation and delivery of the State examinations and facilitates access to the examinations through its scheme of reasonable accommodations at the certificate examinations, otherwise known as the RACE scheme.
In view of this, I have asked the SEC to respond directly to the Deputy.
640. Deputy Shane Moynihan asked the Minister for Education and Youth the rationale for the removal of a teacher from a school (details supplied) given the SEN needs and the number of students in the school. [40254/26]
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.
641. Deputy Shane Moynihan asked the Minister for Education and Youth the rationale for the removal of a teacher from a school (details supplied) given the SEN needs and the number of students in the school. [40255/26]
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 14th 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 Appeals Board operates independently of the Department and its decision is final.
642. Deputy Ivana Bacik asked the Minister for Education and Youth the process that should be followed to address an issue at a site (details supplied) owned by her Department. [40264/26]
View answerOfficials from my department are aware of the issue and are currently conducting an assessment of the building and the level of work required to conduct the necessary repairs.
643. Deputy Michael Healy-Rae asked the Minister for Education and Youth if an information request can be supplied to a teacher (details supplied); and if she will make a statement on the matter. [40268/26]
View answerAs set out in Department Circulars 20/2026 and 21/2026, it is the school, as the employer, that is required to make the determination on if a teacher employed by the school has satisfied the eligibility criteria for the award of a CID, based on the information set out in the circular and the relevant guidance document, and based on if the school will have a viable post available to the school.
The Department will contact the teacher concerned and advise them that they will need to speak to their employer in regards to their eligibility for an award of a CID.
