Thursday, 28 May 2026

Written Answers Nos. 92-115

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Teaching Council of Ireland

Questions (92)

Paula Butterly

Question:

92. Deputy Paula Butterly asked the Minister for Education and Youth if she will address the impact of the recent Teaching Council circular which changed beauty and related educators in Further Education settings to operate with an educator badge rather than a Teaching Council number; if she will clarify the reason applicants who applied for Teaching Council registration prior to the circular are now being refused; the actions that will be taken to ensure that the absence of a Teaching Council number does not prevent qualified educators from securing employment in secondary schools, particularly in roles that require a teaching number for work with LCA students; and if she will make a statement on the matter. [34830/26]

Written answers

Minister for Education and Youth

Under 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 Teaching Council Registration Regulations, 2025 (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 recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority or ETB, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). The terms and conditions of employment are outlined in Department circulars and recruitment and contracts issued by schools and ETBs must accord with those circulars.

Recent applicants holding qualifications in beauty and related disciplines were informed by the Council that registration with the Council is not a requirement to fulfil roles in those disciplines in schools and further education/PLC settings.

The Department confirms the position as has been outlined to candidates by the Teaching Council, that posts delivering hairdressing/beauty therapy, even within the LCA, are classified according to Department Circular 0052/13. This circular states that all posts delivering the listed subject areas should be classified as tutor posts. With the issuance of Information Note External Staff Relations ETB 0001/2024, these should now be referred to as Adult Educator posts.

School Staff

Questions (93)

Paul Lawless

Question:

93. Deputy Paul Lawless asked the Minister for Education and Youth if she will list the occasions on which she has met with representative groups of SNAs to date in 2026; and if she will make a statement on the matter. [39413/26]

Written answers

Minister of State at the Department of Education and Youth

I acknowledge the vital contribution that Special Needs Assistants make to the educational experience and overall wellbeing of students in our schools.

My department is finalising the first Special Needs Assistant Workforce Development Plan. This plan provides a comprehensive framework for understanding and supporting the SNA role and will introduce a series of policy developments to strengthen clarity, direction and consistency within the workforce.

Work on the Plan has involved significant research and collaboration including consultation with SNAs and other stakeholders including school management bodies, Fórsa the trade union representing SNAs, school staff, parents and children and young people over the last two years. This collaboration includes 55 meetings of working groups which examined every facet of the SNA role with a view to enhancing support to children and young people with special educational needs. My department also established an SNA Stakeholder group which comprised of SNAs from across primary, post-primary and special school settings. This group have met five times to date.

In addition to my department's engagement with SNA representatives, Minister Naughton and I also recently met with these stakeholder groups and a number of SNAs in a day long engagement to discuss this important work.

I also engage regularly with SNAs during visits to schools, events and stakeholder engagements.

Key outputs from the Plan include a new circular on the role of the SNA, a SNA Redeployment Scheme and a review of the SNA employment contract. I am pleased to confirm that the drafting of the Plan, circulars on the role and redeployment scheme are now at an advanced stage, and it is intended that they will be published shortly.

Question No. 94 answered orally.

Education Policy

Questions (95)

Joe Neville

Question:

95. Deputy Joe Neville asked the Minister for Education and Youth whether the demographic trends used by her Department are adequately reflecting the pace of which housing is developing in Kildare; and if she will make a statement on the matter. [40799/26]

Written answers

Minister for Education and Youth

Kildare is a county that has experienced significant residential development, and my department has responded with a strong programme of school building projects. Since 2020, €414.87 million in capital funding has been allocated to schools in Kildare. This investment has supported, and will continue to support, a substantial expansion of school capacity, with 55 schools upgraded through the provision of new buildings, large-scale extensions, or modular accommodation.

There are currently 14 school projects under construction in Kildare, with a further 12 projects scheduled to progress to tender or construction in 2026 and 2027. As part of our strong focus on special education provision in the county, one new special school has been established in Naas, with a further special school due to open in Monasterevin in September 2026. In addition, existing facilities have been upgraded, modernised and expanded to provide 92 additional localised special classes across the county, including 29 planned for September 2026.

My department utilises a Geographic Information System (GIS) to analyse data from a range of sources, including CSO census data, Child Benefit data, school enrolment figures, residential development activity, and existing school capacity. This enables us to identify where pressure for school places is likely to arise, at a local level, and where additional accommodation is required.

Major new residential developments can significantly influence local demand for school places. In this context, our demographic demand analysis includes ongoing monitoring of enrolment trends, population data, and projected intakes at a local level, alongside direct engagement with schools, patrons and management bodies.

Furthermore, officials from my department engage regularly with Kildare County Council, the Land Development Agency (LDA), and other major residential developers to stay informed of planned housing developments. These engagements play an important role in informing the timing and scale of school provision required across the county.

Pupil-Teacher Ratio

Questions (96)

Mark Ward

Question:

96. Deputy Mark Ward asked the Minister for Education and Youth her views on schools (details supplied) each losing a teacher for the upcoming year due to enrolment numbers; if this decision can be appealed; if the student teacher ratio is to be examined; and if she will make a statement on the matter. [40750/26]

Written answers

Minister for Education and Youth

The Government has significantly invested in our schools and in our teacher workforce in recent years. Through government investment in recent years, the general average of pupils to teachers in the Primary Staffing Schedule improved from 26:1 five years ago to 23:1 for the current school year; the lowest ever ratio at primary level. The Programme for Government commits to make further progress in this area with an aim to reduce the general Pupil Teacher Ratio at primary level to 19:1 over the term of government. I look forward to making progress on this important issue.

The staffing schedule is an allocation mechanism that uses enrolment bands to determine the number of classroom teaching posts allocated to a school.

The primary staffing schedule plays a central role in supporting sustainability at school level by aligning staffing resources with enrolment patterns in a clear and consistent manner treating all similar types of schools equally, irrespective of location.

In Budget 2021, a three-point reduction in the retention schedule was introduced which helps to ensure better teacher retention in primary schools while also ensuring that fewer pupils are required to retain or recruit a teacher.

The 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.

It is acknowledged that, overall, the number of children enrolled in primary schools across the country is declining, although some areas experiencing population growth remain exceptions to this trend. This demographic change has implications for teacher numbers at school level.

The primary school staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026.  These arrangements contain an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. The June Appeals meeting is due to be held on the 17th June.

The Primary Staffing Appeals Board operates independently of the Department and the Minister and its decision is final. 

Special Educational Needs

Questions (97)

Noel McCarthy

Question:

97. Deputy Noel McCarthy asked the Minister for Education and Youth the engagement she has had to date with a group (details supplied); and if she will make a statement on the matter. [40463/26]

Written answers

Minister of State at the Department of Education and Youth

The majority of students with special educational needs are supported to attend mainstream classes with their peers. For children and young people with more complex needs a special class can be provided and for children and young people with the most complex needs a special class place can be provided.

My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027.

The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year.

To date 546 new special classes have been sanctioned. Of these 63 are sanctioned in schools across County Cork. Some further new special classes will be confirmed in the coming weeks.

In addition, Minister Naughton and I recently announced the provision of inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways my department and the NCSE are working with schools to meet the increased level of need.

In addition to providing new special classes, 4 new special schools have been established in Co Cork over recent years, including the East Cork Community Special School. This new special school continues to grow and expand.

I have met with the group referenced by the Deputy on a number of occasions to discuss the issue of education provision in the Youghal area, and my office has also received correspondence over recent months. As my office has indicated in direct correspondance with the group, as well as in a number of PQs, I am committed to meeting with the group again before the end of this school year.

My Department and the NCSE will continue to monitor closely the need for additional special class and special school places across East Cork as part of forward planning for the 2027/2028 school year and beyond.

The NCSE also continue to engage closely with schools and families to track the placement of children and young people and determine the current remaining level of need for specialist places at local level.

Oideachas trí Ghaeilge

Questions (98)

Aengus Ó Snodaigh

Question:

98. D'fhiafraigh Deputy Aengus Ó Snodaigh den Minister for Education and Youth cad iad na céimeanna atá glactha aici chun éileamh ar Ghaelscolaíocht ag an mbunléibhéal a shásamh i mBaile Átha Cliath 10 agus 12, agus an bhfuil sé i gceist aici Gaelscoil/eanna a oscailt chun an t-éileamh sin a shásamh i mbliana nó amach anseo. [40807/26]

Written answers

Minister for Education and Youth

Tá mo roinn tiomanta go hiomlán do thacú le soláthar trí mheán na Gaeilge. Áirítear i gClár an Rialtais, 2025, Todhchaí na hÉireann a Dhaingniú, tiomantas do Ghaelscoileanna a bhunú sa chás go bhfuil éileamh ann agus do thacaíocht a thabhairt do thuismitheoirí a roghnaíonn oideachas trí mheán na Gaeilge dá leanaí. I ndáil leis seo, d’fhoilsigh mo roinn ‘Polasaí don Oideachas lán-Ghaeilge lasmuigh den Ghaeltacht’. Ba phríomhmholadh sa tuarascáil seo Tascfhórsa ar Mhúnlaí Soláthair don Ghaeloideachas a bhunú, a chuir tús lena chuid oibre i mí na Samhna 2025.

Ina theannta sin, cabhróidh suirbhé bunscoile mo Roinne le héileamh ar sholáthar trí mheán na Gaeilge a aithint, rud a chabhróidh le pleanáil chun cinn amach anseo. Foilseofar torthaí an tsuirbhé go luath, agus cabhróidh sé le leibhéal an éilimh ar sholáthar trí mheán na Gaeilge ag leibhéal na scoile aonair a aithint.

Ní bhunaítear scoileanna nua ach amháin i gceantair ina bhfuil fás déimeagrafach ann. Tá laghdú tagtha le blianta beaga anuas ar an éileamh iomlán ar áiteanna bunscoile i mBaile Átha Cliath 10 agus i mBaile Átha Cliath 12. Dá bhrí sin, níl aon cheanglas sa ghearrthéarma scoileanna nua a bhunú sa cheantar seo. Mar sin féin, tá mo roinn ar an eolas faoi fhorbairt shuntasach chónaithe nua atá beartaithe don chuid seo de Bhaile Átha Cliath. Tá pleananna á ndéanamh chun scoileanna nua a bhunú agus cuirfear i gcrích iad nuair a bheidh an t-éileamh ann. D’fhéadfadh sé seo deiseanna a chruthú chun soláthar trí mheán na Gaeilge a bhunú.

Tá breis is €500m infheistithe ag mo roinn le 6 bliana anuas d’fhonn foirgnimh scoile nua a thógáil agus saoráidí atá ann cheana féin do scoileanna trí mheán na Gaeilge ar fud na tíre a nuachóiriú. Áiríodh leis an infheistíocht seo tógáil 10 bhfoirgneamh scoile nua do scoileanna lán-Ghaeilge le linn na tréimhse seo. Faoi láthair, tá 9 bhfoirgneamh scoile nua á dtógáil do scoileanna lán-Ghaeilge, agus tús áite tugtha do 4 fhoirgneamh scoile nua eile le seachadadh thar 2026 agus 2027 mar chuid de Rolladh Amach an PFN. Leanfaidh mo Roinn de bheith ag tacú le soláthar trí mheán na Gaeilge mar chuid de rolladh amach an PFN le linn na tréimhse 2026 go 2030.

Educational Disadvantage

Questions (99)

Joanna Byrne

Question:

99. Deputy Joanna Byrne asked the Minister for Education and Youth if she will provide the schools in Drogheda which were excluded from the DEIS plus scheme with an opportunity to discuss the significant concerns they have regarding the impact of this decision and their important feedback on the appeals process. [40627/26]

Written answers

Minister for Education and Youth

Ensuring that every child and young person can reach their full potential is a key priority for me and for this Government. The DEIS Plus scheme forms part of the DEIS Strategy to 2035 and represents the most significant expansion of targeted supports to address educational disadvantage since the establishment of the DEIS programme.

The scheme is designed to provide enhanced supports to schools with the highest concentrations of children and young people at risk of educational disadvantage, identified through a refined, evidence-based national model applied consistently across all eligible schools. It is important to stress that a school not being identified through the DEIS Plus model does not mean that disadvantage does not exist within that school community. I will also stress that my department will continue to support these schools to allow children and young people achieve through education.

I appreciate fully the concerns that have been raised by schools in Drogheda regarding the outcome of the DEIS Plus identification process. My department and I are always willing to engage constructively with school communities and education stakeholders on matters relating to educational disadvantage and school supports.

A formal appeals process was put in place for DEIS Plus under Circular 0031/2026. This process allowed schools to update enrolment data where necessary or to request verification that the DEIS Plus identification model was correctly applied to their data. The appeals process closed on 25 May 2026 and all applications received are now being considered by the department in line with the published process.

I also want to acknowledge the targeted supports already provided in Drogheda arising from the recommendations of the Geiran Report and the work of the Drogheda Implementation Board.

I recognise fully the concerns expressed by a number of schools in Drogheda 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.

School Funding

Questions (100)

Joe Neville

Question:

100. Deputy Joe Neville asked the Minister for Education and Youth if her Department will provide a list of all the schools in Kildare under the summer works scheme; and if she will make a statement on the matter. [40798/26]

Written answers

Minister for Education and Youth

The purpose of the Climate Action Summer Works Scheme is to enable individual school authorities to undertake small-scale building works on a devolved basis that, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The scheme operates on a multi-annual basis across a number of categories of works.  

A total of 38 schools across Kildare made applications for works to be done at their schools through the scheme during the application period in early 2025. I will arrange for the list of these schools to be provided to the Deputy.

In November 2025, the Department announced the first tranche of approvals under the new Climate Action Summer Works Scheme. 297 projects were approved to proceed and involve primary, post primary and special schools, along with projects in all counties and across all categories of works. As part of the first tranche of approvals under this scheme, 5 schools in Kildare have received approvals.   The next tranche of approvals under this multi-annual scheme is due in October 2026 for delivery in Summer 2027.

In the interim, the Department’s Emergency Works Scheme remains available to support schools in undertaking urgent works where funding is required due to an unforeseen or emergency situation.

Maintenance is a strong focus of my Department’s NDP Sectoral Investment Plan, and as part of this plan €2.25 billion will be allocated to support the operation of the existing school estate through clarity and certainty on Minor Works and ICT grants, rollout of the Climate Action Summer Works Scheme, delivery of climate initiatives, and continued support for school maintenance through our emergency and summer works schemes.  A key initiative will be the increase of minor works funding at primary level and introduction of minor works funding at post-primary level later in the NDP period.

Schools across the country, including in County Kildare, will benefit from this investment in maintenance measures as part of the NDP.

Kildare Schools Approved

School Transport

Questions (101)

Rose Conway-Walsh

Question:

101. Deputy Rose Conway-Walsh asked the Minister for Education and Youth if her Department will consider retrospective payments of transport support grants approved for children attending special education schools, where families ordinarily would have qualified but were not made aware of supports available to them; and if she will make a statement on the matter. [40727/26]

Written answers

Minister of State at the Department of Education and Youth

To answer the Deputy clearly at the outset, it's important to state that as the awarding of these Special Transport Grants depend on an application being received, retrospective grant aid cannot be considered. 

For additional context then, under the terms of my Department's School Transport Scheme for Children with Special Educational Needs, where the provision of a reasonable level of transport service is not possible, a Special Transport Grant (STG) towards the cost of private transport arrangements may be provided by the department if:

• Bus Éireann is not in a position to arrange a reasonable level of service for the child, or if

• the nature of the child’s disability is such that he or she would be unable to avail of a time-tabled school bus service which picks up other children along the route.

The Special Transport Grant (STG) is intended to assist the parent with the cost of making private transport arrangements.  Once approved by the department, the payment of this grant commences on the date the parent originally signed off on the application form, or the date their child is due to start in the school, as appropriate.

A Special Transport Interim Grant may be available to families of children with special educational needs who, following the application process, are eligible under the terms of the school transport scheme and are awaiting a School Transport service to be put in place.

This grant is a once off payment. The interim grant is offered from the date of application to assist with the cost of private transport arrangements the family had put in place until a transport service is ready to commence.

Retrospective for transport

School Funding

Questions (102)

John Connolly

Question:

102. Deputy John Connolly asked the Minister for Education and Youth for an update on the commitment included in the Programme for Government to introduce a new national small schools project; and if she will make a statement on the matter. [40345/26]

Written answers

Minister for Education and Youth

Firstly, I would like to take the opportunity to thank the 26 schools participating in the small school's pilot project for their commitment, ingenuity, resourcefulness and willingness to try new ideas and approaches which will prove invaluable in the development of policy for all small schools.

The Government understands and recognises the value that small schools play in their communities and wishes to support schools to continue in this important role.

Delivering on the Programme for Government commitment to introduce a new national small schools’ project for all small primary schools, of which there are approximately 1,300, is an important element of achieving this aim.

The pilot small schools project has run since 2021 providing an opportunity for 26 small schools in six clusters to trial new ideas to support the sustainability of small schools in the longer term.

To date the department has provided funding through an innovation fund that has cost €195,000 towards the pilot. Other associated costs such as substitutional cover and retained posts are estimated to cost in the region of €1 million for the duration of the current pilot project.

A final evaluation of the project is commencing shortly and is expected to be completed by the year end.

This evaluation is an important feature of the pilot project, as learnings from the final evaluation will form the basis of developing a new plan to support the sustainability of small schools and to give effect to implementing the Programme for Government commitment.

In order that the evaluation can be completed successfully it will be necessary for the clusters to remain in place for the duration of the evaluation process. In doing so, the evaluators have access to all parties involved in the project, and that they can see the operation of the clustersin practice.

This will allow the evaluation to be completed which is critical in capturing all of the good work and ideas that have being trialled in the project to date.

Youth Services

Questions (103)

Tony McCormack

Question:

103. Deputy Tony McCormack asked the Minister for Education and Youth the funding supports currently available for youth clubs and youth services operating in rural communities; and if she will make a statement on the matter. [40693/26]

Written answers

Minister for Education and Youth

Young people experiencing rural isolation are a specified target group under the department's largest youth funding scheme: UBU Your Place Your Space, to which over €54 million is being allocated in 2026. Over 90,000 young people are supported annually by 258 UBU services.

Since the launch of this scheme in 2020, significant additional funding has been allocated to new services in rural towns across the country.

In 2025, additional funding of €1.2 million was secured for the establishment of a further ten new UBU youth services to provide targeted youth worker-led support to up to 1,000 disadvantaged young people where they are most needed. Many of these are located in rural areas.

In addition, the Local Youth Club Grant Scheme, funded by the department and administered by the ETBs, supports volunteer-led youth clubs across the country, which are particularly important in rural areas. Over €2.8 million has been provided by the department for this scheme in 2026, an increase of over 4% on the 2025 level. This scheme ensures that rural communities can have access to volunteer-led youth clubs and groups fostering personal development, inclusion, and well-being.

The Youth Services Grant Scheme provides funding to 35 National Youth Organisations to provide universal youth services across Ireland, in both urban and rural areas. The department is providing €15.2 million this year under this scheme, an increase of 3%. The YSGS plays a crucial role in supporting rural youth by ensuring that young people have access to clubs, activities, and supports that foster their growth and engagement.

These organisations enhance the wider youth sector by offering training for volunteer youth workers, promoting evidence-based youth work, and advocating for the voluntary youth sector. This ensures that rural young people can benefit from high-quality services despite geographical challenges.

Pupil-Teacher Ratio

Questions (104)

Mark Ward

Question:

104. Deputy Mark Ward asked the Minister for Education and Youth to provide an update on a reduction in teachers for schools based on enrolment; the actions her Department is taking to address this; and if she will make a statement on the matter. [40749/26]

Written answers

Minister for Education and Youth

The 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 is an allocation mechanism that uses enrolment bands to determine the number of classroom teaching posts allocated to a school. The primary staffing schedule plays a central role in supporting sustainability at school level by aligning staffing resources with enrolment patterns in a clear and consistent manner treating all similar types of schools equally, irrespective of location.

Within the staffing arrangements, there are options available to schools to apply for additional staffing. Schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts, using projected enrolment. There is also a staffing appeals mechanism for schools to apply to an independent Primary Staffing Appeals Board, under certain published criteria.

Priority was given in recent Budgets to reducing the pupil teacher ratios in primary schools which has brought the teacher allocation ratio to the most favourable ratio ever seen at primary level. In 2015, teachers were allocated to primary schools at a general average of 28 pupils for every one teacher. This has improved to the current ratio of 23:1, with lower thresholds in place for DEIS Urban Band 1 schools. In the same 10 year period, average class sizes in primary schools have improved from 24.9 to 22.2 and the pupil : teacher ratio shows the ratio of pupils to teachers improve from 16:1 to 12.8:1. In addition to the reductions in the teacher allocation ratio, a three-point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts. Further progress on this matter will be considered as part of the annual budgetary process.

School Curriculum

Questions (105)

Mairéad Farrell

Question:

105. Deputy Mairéad Farrell asked the Minister for Education and Youth if she will provide an update regarding the provision of a special reading class in a school (details supplied); and if she will make a statement on the matter. [40787/26]

Written answers

Minister of State at the Department of Education and Youth

It is my department’s policy, in accordance with the principles of inclusive education, that, to the greatest extent possible, pupils with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary. The majority of children with special educational needs, including those with dyslexia, are supported to attend their local mainstream school. This is appropriate as it is generally in the best interest of children to access their local school with their peers unless a more specialist setting is required. 

At present, there are four special schools, and fourteen special classes attached to mainstream schools to support students with a specific learning disability such as severe dyslexia. It is important to note they were established at a time when there were much fewer additional supports in schools.  

My department has invested considerably in ensuring that all recognised mainstream schools have been allocated additional special education teaching resources to support children with special educational needs, including students with dyslexia. 

There are now more than 15,000 special education teachers supporting children in mainstream schools. In practical terms this means schools get substantial additional teaching allocation to support children with special education needs in mainstream. 

My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027.

In addition, funding is also made available to schools for the purchase of specialised equipment to assist students. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support. 

School Curriculum

Questions (106)

Edward Timmins

Question:

106. Deputy Edward Timmins asked the Minister for Education and Youth the measures being taken to improve the standard and the extent of foreign languages being taught in schools; and if she will make a statement on the matter. [40598/26]

Written answers

Minister for Education and Youth

I can advise the deputy that under Languages Connect, Ireland’s National Strategy for Foreign Languages in Education 2017 – 2026, significant progress has been made in improving the standard and extent of foreign languages being taught and learned in our schools including:

• Introduction of four new foreign languages to the Leaving Certificate curriculum: Lithuanian, Mandarin Chinese, Polish and Portuguese in 2020 with 2,428 leaving certificate examination sits in 2025.

• Introduction of foreign languages at primary level from September 2026 on a phased basis

• Engagement by over 1,300 primary schools in the “Say Yes to Languages” 10 week primary school programme in 2025

• The introduction of foreign language upskilling programmes for primary teachers

• Increasing engagement with the #ThinkLanguages event for TY students with over 21,000 students participating in 2025

• Doubling of the number of Foreign Language Assistants from 110 to 220 with enhanced supports and professional learning opportunities

• French and Spanish Language upskilling programmes for post primary teachers funded by the department.

Under the new Primary Curriculum Framework, Modern Foreign Languages (MFL) are being introduced on a phased basis from September 2026. Learning outcomes will focus on Language Awareness in 3rd and 4th class and Language Competence at 5th and 6th class. Schools will decide which language they use based on their resources and demographic.

The introduction of MFL is being supported by teacher professional learning provided by Oide and language upskilling provided by Post Primary Languages Ireland (PPLI). Upskilling courses are being offered across levels in a number of languages and are offered in a variety of formats including face-to-face, blended, and online. It is intended that over time newly qualified primary teachers will have the necessary skills and competences to teach MFL.

In preparation, the "Say Yes to Languages" ten-week module has been available to primary schools for the last five years, including teacher professional learning. 2,000 primary schools have participated since the beginning of the programme’

A wide range of supports and resources are available to all schools from Post Primary Languages Ireland (PPLI) who are fully funded by my department to support the teaching and learning of foreign languages and implementation of the Languages Connect Strategy.

Work is expected to begin in the coming months on the development of a follow-on Foreign Languages Strategy

Schools Building Projects

Questions (107)

Tony McCormack

Question:

107. Deputy Tony McCormack asked the Minister for Education and Youth the total capital allocation for school building projects in 2026; the way this funding is being prioritised across projects at planning, design and construction stages; and if she will make a statement on the matter. [34610/26]

Written answers

Minister for Education and Youth

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.

This equates to an average of €1.51 billion per annum with some front-loading in the initial period as set out in the table below:

Department of Education and Youth - Breakdown of €7.55 billion into annual allocations for 2026-2030 period -

	2026	2027	2028	2029	2030	Total
	€bn	€bn	€bn	€bn	€bn	€bn
NDP funding allocation	1.60	1.60	1.55	1.40	1.40	7.55

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 rollout 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 rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.

School Transport

Questions (108)

Aindrias Moynihan

Question:

108. Deputy Aindrias Moynihan asked the Minister for Education and Youth the measures being taken to ensure sufficient school transport will be available in the mid and west Cork regions for the 2026-2027 school year; the data that has been assessed from the 2025-2026 school year on route expansions required to meet demand for 2026-2027 in these areas; and if she will make a statement on the matter. [40067/26]

Written answers

Minister of State at the Department of Education and Youth

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

The scheme has expanded significantly over the past six years. In that time, the numbers of children and young people using the service have grown from under 120,000 pupils in 2018 to over 181,000 pupils in 2025, which equates to an increase of close to 50%. In the 2025/26 school year over 23,000 pupils attending Cork schools availed of the scheme.

The scheme is demand-led based on the number of eligible children who apply and pay on time. Families are required to register their details on the Bus Éireann Family Portal to have their eligibility for transport assessed and to make applications under the scheme.

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

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

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

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

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

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

The portal will reopen on 01 July 2026. Applications or payments/medical card details entered after the portal reopens will be considered late and a service may not be available. Additionally, late applications cannot be considered for a Remote Area Grant for the 2026/27 school year.

Schools Building Projects

Questions (109)

Barry Heneghan

Question:

109. Deputy Barry Heneghan asked the Minister for Education and Youth the expected timeline for the evaluation of tenders and commencement of construction for the permanent school building project at a location (details supplied); whether her Department anticipates any risks to the currently envisaged late Quarter 3 2026 construction commencement date; and if she will make a statement on the matter. [40811/26]

Written answers

Minister for Education and Youth

The large scale capital project for the school referred to by the Deputy is for the provision of a new 600 pupil school building including all associated ancillary accommodation, with the inclusion of additional classrooms for children with Special Educational Needs configured within the existing layout.

The invitation to tender issued in late Q4 2025.  Tenders have recently been returned and are been evaluated in accordance with procurement guidelines. It is envisaged construction could commence in late Quarter 3 of 2026.

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 rollout 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 rollout 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. Gaelcholáiste Reachrann was included in this tranche. 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 €1,906.47 million in capital funding for Dublin schools. A total of 261 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. 20 school projects were included in the NDP Implementation Plan to go to tender or construction in 2026 and 2027 including Gaelcholáiste Reachrann.

There are currently 54 school projects in Dublin under construction. This summer, 53 schools are approved to undergo works as part of the Climate Action Summer Works Scheme. 

In addition, since 2020 a total of 529 special classes have been sanctioned in Dublin, of which 128 were sanctioned for September 2026. 

School Funding

Questions (110)

Peter Roche

Question:

110. Deputy Peter Roche asked the Minister for Education and Youth if flexibility will be afforded to schools that missed the Summer Programme application deadline due to the extremely limited timeframe provided (details supplied); the rationale for this timeframe; when schools can expect definitive clarification in order that they can plan with certainty; if consideration is being given to reopening or extending the application portal; and if she will make a statement on the matter. [40759/26]

Written answers

Minister of State at the Department of Education and Youth

Details of the 2026 Summer Programme were communicated to all schools on the 6th May 2026.  While it is acknowledged that details of the Summer Programme are typically announced earlier, the finalisation of arrangements for the 2026 programme was delayed pending confirmation that the Department of Education and Youth would receive the additional funding required to support all aspects of education.

All schools have been offered the opportunity to run a school-based programme for children with the most complex special educational needs and those at risk of educational disadvantage. 

Where a school does not intend to run a school-based programme or there is no place on the programme for an eligible child, schools were invited to make an application for the home-based programme.

The application portals for both the school-based and the home-based programmes were open in parallel from the 6th May to the 15th May to reflect a shorter timeframe.  

As communicated to all schools, it is intended that schools will be engaged with on an individual basis in the week commencing the 25th May.  During that period, schools will receive a follow-up email confirming the number of pupils approved to participate in this year’s programme, along with their school’s assigned staffing allocation.  This approach ensures that each school receives clear, tailored information to assist with effective planning.   As post primary schools are approaching the end of term, these schools will be prioritised and engaged with in the first instance.

It is not proposed that the Summer Programme application portals for schools will be re-opened at this time.

Special Educational Needs

Questions (111, 123)

Ruth Coppinger

Question:

111. Deputy Ruth Coppinger asked the Minister for Education and Youth if her attention has been drawn to the need for a second special school in the Dublin west area; and if she will make a statement on the matter. [40381/26]

Ruth Coppinger

Question:

123. Deputy Ruth Coppinger asked the Minister for Education and Youth to report on the provision of additional needs education places in the Dublin west area; and if she will make a statement on the matter. [40385/26]

Written answers

Minister of State at the Department of Education and Youth

I propose to take Questions Nos. 111 and 123 together.

This 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.

The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.

Four new special schools were recently announced by Ministers Naughton and Moynihan to be established in Balbriggan, CityWest, Bray and Monasterevin. Dedicated working groups including the Department, the NCSE and relevant patron body continue to meet to support the establishment of the new special schools. It is expected that details in relation to the admissions process and number of places will be confirmed shortly. The NCSE will continue to advise parents at local level on developments.

When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and NCSE will consider the need to establish a new special school.

In planning for increased special school places, my department and the NCSE review all of the available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.

Part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education that meets their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.

My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year.

In addition, I recently announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand.

546 new special classes have been sanctioned to date, including 47 inclusive special classes. Further new special classes are expected to be confirmed in the coming weeks. Details of the new special classes are available on the NCSE website.

Of the 546 new special classes, 355 are being established in primary schools and 191 in post-primary schools. New special classes are being established in every county with 128 new special classes confirmed for Dublin so far.

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.

School Enrolments

Questions (112)

Martin Kenny

Question:

112. Deputy Martin Kenny asked the Minister for Education and Youth if she will provide funding for additional student places for a school (details supplied); and if she will make a statement on the matter. [38779/26]

Written answers

Minister for Education and Youth

The 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 five special education classrooms. The project was devolved to the school authority for delivery.

This project is currently at Stage 1 (Preliminary Design). My Department is awaiting submission of the Stage 1 report. Upon receipt, my department will carry out a detailed review 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 programme.

School Funding

Questions (113)

Colm Burke

Question:

113. Deputy Colm Burke asked the Minister for Education and Youth the number of schools in Cork have benefitted from the emergency works scheme and the additional accommodation scheme in 2022-2025; the amount of funding spent on each scheme in these years; and if she will make a statement on the matter. [40748/26]

Written answers

Minister for Education and Youth

As the Deputy may be aware, the purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.

An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.

The EWS operates on the basis of a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme (SWS) which deals with upgrade works to the school.

Between 2022 - 2025, 379 schools in Cork have benefited from funding under the Emergency Works Scheme, with a spend of €24.92m.

With regards to additional accommodation scheme in 2022-2025; 270 schools benefited with a spend of €78.89m.

School Accommodation

Questions (114)

Darren O'Rourke

Question:

114. Deputy Darren O'Rourke asked the Minister for Education and Youth if she will sanction an additional junior infants class at a school (details supplied) for September 2026 to meet the local demand for Irish medium education; and if she will make a statement on the matter. [40770/26]

Written answers

Minister for Education and Youth

The population of Dunshaughlin has doubled over the last ten years and, as a result, the demand for school places has increased significantly.  This increase in demand had been planned for with the establishment of new primary and post primary schools, as well as capital projects at the existing post primary school and two primary schools in the town.  The capital project to develop a new school campus for Dunshaughlin Community National School and Colaiste Rioga is currently on site and due for completion next year.

Junior Infant demand in the town for 2025 and 2026 was larger than projected, resulting in additional junior infant classes being established at Dunshaughlin CNS to cater for demand.

The Gaelscoil in Dunshaughlin, Scoil na Rithe, has proven very popular since its establishment and demand has grown in recent years as the population of the town has increased. The enrolment in Scoil na Rithe represents over 20% of the total primary school going population of Dunshaughlin town and 13% of the school going population of the School Planning Area.

The Board of Management of Scoil na Rithe have recently expressed a desire to open a second junior infant class, for September 2026. However, the school has confirmed that there is no suitable space available within the existing building to accommodate this class for the academic year. 

Within the context of rapidly growing population and peak school place demands, the department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area.

The department encourages parents who have not yet secured a place to consider applying to schools with available junior infant capacity in the area.

Scoil na Rithe has a capital project to increase its capacity further in the coming years. The department remains fully committed to supporting the delivery of this project and is continuing to engage with schools and stakeholders, while also reviewing medium-term capacity needs in the area in light of demographic trends.

School Management

Questions (115)

Edward Timmins

Question:

115. Deputy Edward Timmins asked the Minister for Education and Youth the steps are being taken to improve financial literacy in schools; and if she will make a statement on the matter. [40597/26]

Written answers

Minister for Education and Youth

Opportunities to improve financial literacy in schools are embedded throughout the Irish school curriculum from Primary, to Junior Cycle, and into Senior Cycle. This commitment is reflected in the National Financial Literacy Strategy 2025–2029, as well as in Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024–2033.

At primary level, the Primary Curriculum Framework (2023) identifies seven key competencies, including Being mathematical, which encourages children to apply mathematical thinking in real world situations. The redeveloped Primary Mathematics Curriculum (2023) strengthens this further by including Money as a standalone strand unit. This allows children to gradually build their understanding of money, its value, its uses, and how to work confidently with notes and coins in meaningful contexts.

In the Junior Cycle, financial literacy is explicitly highlighted in Statement of Learning 14 of the Framework for Junior Cycle, which focuses on students making informed financial decisions and developing strong consumer skills. The eight key skills of Junior Cycle, including being numerate, being literate, setting personal goals, and making considered decisions also contribute directly to financial literacy. Subjects including Mathematics, Business Studies, Home Economics, and the Level 1 and Level 2 Learning Programmes for students with general learning disabilities provide structured opportunities for students to deepen their financial knowledge and skills.

The redeveloped Senior Cycle, places a strong emphasis on key student competencies, including those linked to financial literacy. A Transition Year micro module on financial literacy, developed by the NCCA, supports students in exploring their own financial habits and understanding the importance of being financially informed.

Within Leaving Certificate subjects, financial literacy continues to be strengthened. The revised Leaving Certificate Business specification helps students understand how business connects to their own lives while building financial and business literacy. The draft specification for Leaving Certificate Home Economics includes Family Resource Management, where students learn about consumer empowerment, decision making, and managing household finances. The redevelopment of the Mathematics and Accounting specifications will further enhance students’ numeracy and financial literacy skills.

Finally, the new specification for Life, Community and Work (formerly LCVP) supports students in preparing for life beyond school. Through its two modules, Me and My Future and Community and Work, students learn how to make informed decisions as they plan for their future pathways.

• Written Answers Nos. 61-91
• Written Answers Nos. 116-140