Jen Cummins
Question:315. Deputy Jen Cummins asked the Minister for Education and Youth for an update regarding special education for the coming academic year. [37946/26]
View answerSpecial Educational Needs
Questions (315)
Written answers
This Government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
This ambition is reflected in the scale of our investment with special education funding exceeding €3 billion in 2026 – up 58% since 2020.
The majority of children with special educational needs are supported to attend mainstream classes with their peers, through the provision of resources and supports including over 21,000 special educational teachers and almost 25,000 special needs assistants (SNAs) in our mainstream classes, special classes and special schools. This is an estimated 25% of the total student population, or 240,000 children and young people with special educational needs, that are supported in mainstream classes.
My department and the National Council for Special Education (NCSE), continuously forward plan to provide additional special class and special school places for children with special educational needs. This planning has seen the provision of 16 new special schools and a doubling of special class places in recent years.
A further 4 new special schools will be established in Balbriggan, CityWest, Bray and Monasterevin.
This year an additional 546 special classes have been sanctioned of which 47 are inclusive special classes. This brings the number of special classes in our education system to over 4,200. The new approach allows students to learn mainly in mainstream settings while receiving targeted support in special classes, helping more children attend their local schools.
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.
Home Schooling
Questions (316)
Emer Currie
Question:316. Deputy Emer Currie asked the Minister for Education and Youth the position regarding a home tuition grant programme payment for a person (details supplied); and if she will make a statement on the matter. [40836/26]
View answerWritten answers
My department's Home Tuition Grant Schemes provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. By its nature, it is intended to be a short term intervention.
The Home Tuition Grant Schemes are governed by annual circulars which sets out the purpose, eligibility criteria and details of the scheme. For children and young people eligible under the Home Tuition Grant Schemes, a grant is approved towards the engagement of a tutor who will provide home tuition for the child/young person in question. Home tutors are engaged by the parents/legal guardian of the child who is to receive tuition, and the tutor has no contractual relationship with the Department of Education.
As outlined in the Home Tuition Grant Scheme - Payment Information for Parents/Legal Guardians and Tutors notice, home tuition payments for the 2025/26 school year are issued over twelve payment periods. Parents/legal guardians and tutors are required to take notice of the deadlines for each individual payment period. The Home Tuition Payment Information notice is published and can be accessed via the following link: https://assets.gov.ie/static/documents/09fe3ad4/Home_Tuition_Payment_Information_Notice_2025-26_v1.3.pdf
For tuition carried out during the period 13th April to the 1st May inclusive, payment claims must have been received in my department no later than the published deadline of the 6th May. In the case of the tutor referred to by the Deputy, the tutor's payment claim did not arrive until the 8th of May, which was after the published deadline of the 6th of May. Officials from my department have confirmed that, subject to the payment claim being in order, it is likely that payment in respect of this tutor will be paid on the 18th of June.
Schools Building Projects
Questions (317)
John Paul O'Shea
Question:317. Deputy John Paul O'Shea asked the Minister for Education and Youth the position regarding an emergency works application from a school (details supplied); and if she will make a statement on the matter. [40837/26]
View answerWritten answers
The school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for toilet facility works.
The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies. 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.
The school's original application was refused as the application did not fit the remit of the Emergency Works Scheme as set out in Circular Letter 0068/2020 as the EWS does not provide for upgrades, refurbishments or futureproofing. However, the option remains open to the school to appeal this decision. Appeals will only be considered if additional relevant information that was not provided as part of the original application is submitted to the Department for further review.
School Admissions
Questions (318)
Sorca Clarke
Question:318. Deputy Sorca Clarke asked the Minister for Education and Youth if she will urgently examine whether a school placement for a student (details supplied) can be facilitated for the remainder of the current term; and the additional supports or intervention that can be provided locally (details supplied). [40816/26]
View answerWritten answers
Tusla Education Support Service (TESS), which includes the statutory Educational Welfare Service (EWS), is under the remit of my department and operates under the Education (Welfare) Act, 2000. The primary role of the EWS is to ensure that every child either attends school regularly or otherwise receives a certain minimum education to ensure and secure every child’s entitlement to education.
Educational Welfare Officers (EWOs) are based throughout the country to offer advice and guidance to parents who need support in ensuring that their child attends schools regularly. They work with children, young people and their families who are experiencing difficulty with school attendance; this is done through, home visits, educational welfare conferences and collaboratively working with different agencies. The main priority of the work is around the welfare of children and young people and to ensure that concerns around attendance are addressed before attendance becomes a crisis issue. EWOs also support parents and guardians who are experiencing difficulty in securing a school placement for their child.
All referrals received by the EWS are screened and assessed by a Senior EWO and receive a response to indicate whether the case has been allocated to an EWO, the case is on a waiting list, or the referral has not met the criteria for intervention by an EWO and the reasons why. Referrals to the EWS may be made throughout the school year. A referral for a child without a school place is prioritised by the EWS and an EWO is assigned immediately to support families who are in this situation. It will remain an open case until such time as a school place is offered and accepted.
TESS has confirmed that the young person in question is an open and allocated case to the service and an EWO has engaged with the family and is providing support and advice.
School Staff
Questions (319)
Thomas Gould
Question:319. Deputy Thomas Gould asked the Minister for Education and Youth the number of schools in Cork that have had SET hours reduced and the overall gross reduction. [40326/26]
View answerWritten answers
The primary responsibility for the education of all pupils, including those with special education learning needs, is the class teacher or subject teacher.
The special education teaching (SET) allocation provides schools with additional teaching hours to support the learning needs of students in mainstream classes who have been identified using the Continuum of Support framework as requiring additional support.
The SET allocation model is designed to distribute additional teaching resources across the entire school system. This is to ensure that additional teaching resources are available to support students with the greatest level of learning need.
It is important to understand that SET resources are distributed to schools based on learning needs across the entire system.
For 2026/27 school year there will be more than 15,000 Special Education Teachers (SET) allocated to support children and young people with special education needs in mainstream classes.
It should be noted that in the last 5 years in County Cork, the number of special classes has increased by 73%, the number of SNAs overall has increased by 32% and the number of special education teachers has increased by 18%.
As has always been the case, the allocation of SET resources to schools will see some schools gaining hours while others may see a reduction in hours where there is change in the enrolment number and local demographics.
In Cork, there has been a reduction in enrolments of over 2,200 in 231 schools. In 139 of this school the profile change was significant which resulted in a reduced SET allocation. These reductions have been reallocated to almost 100 schools in Cork whose profile of need have increased along with an additional fifteen new SET teaching posts allocated to support this need.
In addition, a total of 23 Cork schools submitted a SET Review request to the NCSE. These are presently being processed by the NCSE and each school will be advised of the outcome before the end of the school year.
My Department and the NCSE are committed to delivering an education system that is of the highest quality where every child and young person feels valued and actively supported and nurtured to reach their full potential.
Departmental Schemes
Questions (320)
Thomas Gould
Question:320. Deputy Thomas Gould asked the Minister for Education and Youth the number of schools in Cork that have availed of the phone pouch scheme; and the overall cost of the scheme in Cork. [40327/26]
View answerWritten answers
In June 2025, a policy was introduced to restrict students’ access to personal mobile phones during the school day in post-primary schools. In addition, to support schools to implement this policy approach, funding of €9 million was allocated in Budget 2025 for the provision of mobile phone storage solutions for students in post-primary schools.
69 post-primary schools based in Cork city and county received mobile phone storage solutions funding totalling €913,600.
To date, funding to the value of €7.1m has issued to some 519 post-primary schools at the end of 2025, when the application process closed.
While the funding, was primarily for the purchase of secure mobile phone storage solutions, it should be noted that the solution selected is a matter for individual schools, having regard to their own circumstances, enrolment levels, and operational needs.
This fund forms part of a broader suite of measures aimed at supporting student wellbeing, reducing distraction during the school day, and assisting schools in implementing their own mobile phone policies, in line with departmental guidance.
School Staff
Questions (321)
John Paul O'Shea
Question:321. Deputy John Paul O'Shea asked the Minister for Education and Youth the measures being taken to address teacher recruitment and retention challenges in rural schools; and if she will make a statement on the matter. [40858/26]
View answerWritten answers
This Government is committed to ensuring that every child has a positive school experience, with access to qualified and engaged teachers who are dedicated to supporting their learning.
There are more qualified teachers than ever working in Ireland. As of November 2025, there are over 75,000 teachers employed in Irish schools, including 34,600 at post-primary level, 39,300 at primary level and 1,870 in special schools. This analysis found that just 0.7% of allocations (247 posts) in post-primary and 2.5% of allocations (996 posts) in primary were unutilised. Just 1.6% of allocated teaching posts in rural schools were unutilised. Few teachers resign, with less than 3% of the teaching workforce resigning or retiring annually from contracted teaching posts.
Teaching is an attractive profession, and there are a significant number of newly qualified teachers graduating annually. Over 3,600 newly qualified teachers registered with the Teaching Council in 2025 and CAO data shows a consistent demand for undergraduate ITE programmes. Salaries are competitive, currently starting at €45,379 (primary) and €46,948 (post-primary) and rising to €83,576 and €85,411 under the current pay deal.
Whilethe vast majority of allocated teaching posts are filled, certain schools in some areas experience recruitment and retention challenges, and this Government has implemented several measures to address teacher supply issues more generally that have led to:
- an increase of 20% in initial teacher education graduates (student teachers) between 2018 and 2023, and
- an over 30% increase in the number of teachers registered with the Teaching Council since 2017.
These include improving tenure for teachers; teachers taking up their first contract in a viable post will be eligible for a permanent position after one year, subject to successful re-appointment through a competitive process.
Recently regulations were approved to allow teachers who qualified overseas to undertake theirinduction in the State and incremental credit is also available to teachers returning from abroad, depending on the teaching experience gained.
A number of measures have been introduced to address subject-specific teacher shortages:
- STEM Bursary: a €2k annual bursary for student teachers in STEM fields during the final two years of their undergraduate teacher education, with a requirement to complete at least 2 years of teaching post-qualification in a recognised post-primary school.
- Upskilling programmes: free upskilling programmes for teachers are offered in high-demand subjects: Irish, French, politics & society, and computer science maths, physics, and Spanish.
A comprehensive workforce plan for the education sector, a commitment under the Programme for Government, is in development. Additionally,aproject focused on strategic workforce planning for teachers in Ireland, led by UNESCO and supported by the EU Commission, is developing recommendations for addressing the main factors affecting teacher supply in Ireland. The recommendations put forward in the context of the project will form the basis for the development by my Department of a strategic workforce plan for the teaching workforce in Ireland.
Schools Building Projects
Questions (322)
John Paul O'Shea
Question:322. Deputy John Paul O'Shea asked the Minister for Education and Youth the number of schools approved for funding under the summer works scheme in Cork County in 2026; and if she will make a statement on the matter. [40859/26]
View answerWritten answers
The purpose of the Climate Action Summer Works Scheme (CASWS) 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 CASWS operates on a multi-annual basis across a number of categories of works. The new CASWS closed for applications on the 30th June 2025 and a total of 1,430 schools made applications under the scheme.
In November 2025, the Department announced the first tranche of approvals under the new Climate Action Summer Works Scheme (CASWS). 297 projects were approved to proceed in 2026, this included 99 remaining projects from the previous Summer Works Scheme. The investment in the first tranche of applications is in the region of €90m.
The full list of applications approved for 2026 can be found under https://assets.gov.ie/static/documents/967d0eae/CASWS_Approvals_version_4.pdf. Please see below for the number of applications approved for county Cork for 2026:
|
County |
Number Approved for CASWS 2026 |
Number Approved for SWS 2026
(Remaining projects from the previous Summer Works Scheme) |
|
Cork |
28 |
7 |
Special Educational Needs
Questions (323)
John Paul O'Shea
Question:323. Deputy John Paul O'Shea asked the Minister for Education and Youth to outline the expansion of special education provision in Cork North-West in recent years; and if she will make a statement on the matter. [40860/26]
View answerWritten answers
Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.
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.
To date 546 new special classes have been sanctioned, including 47 inclusive special classes. Of these 63 are sanctioned in County Cork. Some further new special classes will be confirmed in the coming weeks.
These new special classes will be in addition to the 617 already in operation across schools in Co Cork. In addition to providing additional special class places, 4 new special schools have been established in Co Cork over recent years.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
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 Transport
Questions (324)
Louis O'Hara
Question:324. Deputy Louis O'Hara asked the Minister for Education and Youth if she will assist in addressing a school transport booking issue for the 2026-27 academic year (details supplied); and if she will make a statement on the matter. [40880/26]
View answerWritten answers
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Under the current terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
Bus Éireann has advised that the family referred to by the Deputy have made duplicate applications for these pupils. Bus Éireann have checked both applications and this family have not made payment on either account. They further advise that there were no reported issues with the application system at the time.
The Bus Éireann portal is temporarily closed and 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.
Education Schemes
Questions (325)
Paul Lawless
Question:325. Deputy Paul Lawless asked the Minister for Education and Youth if her attention has been drawn to the concerns among parents regarding the apparent withdrawal or reduction of access to Department-funded summer camps in primary schools; the reason children who have previously attended and benefited significantly from these summer programmes are now unable to access them in 2026; if changes have been made to funding, eligibility criteria or delivery of such summer programmes; the number of schools that offered Department-funded summer camps in 2024 and 2025 compared to those scheduled to offer them in 2026; the steps she will take to ensure that children are not deprived of valuable educational and social opportunities through these camps; and if she will make a statement on the matter. [40919/26]
View answerWritten answers
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.
There has been no change to the portal system: applications were submitted using the same process as in previous years. However, 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.
On Thursday, 14th May, a further email issued reminding schools of the closing date for the receipt of applications. We have received a significant number of applications from schools in relation to both the school-based and home-based programmes.
As communicated to all schools at the outset, 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.
All of the supports and incentives introduced in recent years have been designed to increase participation by enabling schools to offer a Summer Programme. These measures have been aimed at maximising the number of children who can access a school-based programme, with a particular focus on ensuring that children with the most complex needs receive targeted support.
It is anticipated that the number of children taking part in these schools will be even higher again this year, continuing the positive upward trend in participation seen in previous years.
The following table provides the number of schools that participated in the 2024 and 2025 Summer Programmes. Final participation figures for the 2026 Summer Programme will only be available after all claims have been submitted and processed.
|
Summer Programme |
No. of schools in 2024 |
No. of schools in 2025 |
|
Special School Scheme |
72 |
81 |
|
Primary School Scheme |
1,095 |
1,322 |
|
Post Primary School Scheme |
203 |
224 |
Special Educational Needs
Questions (326)
Shónagh Ní Raghallaigh
Question:326. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she will consider introducing measures to improve SNA pay and conditions such as tax credits for SNAs, EPV days for CPD courses completed, increased pension payments or increased payment for July provision; and if she will make a statement on the matter. [40935/26]
View answerWritten answers
Special Needs Assistants are valued members of our school communities who carry out vital work in our schools, supporting students with diverse needs.
The Government is committed to the delivery of quality public services and continues to approach public service pay in a balanced way that is reasonable and fair to both public servants and to the taxpayer. This has been achieved through a series of national collective agreements, agreed between trade unions and the Government, applying across the public sector.
Under the Public Service Agreement 2024–2026 (PSA), which has been approved by Government and applies to all public servants, including SNAs, pay increases totalling 9.25% are provided for up to June 2026. These terms were collectively agreed with the Irish Congress of Trade Unions. To date, SNAs have received pay increases amounting to 8.25%, with the remaining 1% scheduled for implementation on 1 June 2026. The current salary scale and structure applicable to Special Needs Assistants (SNAs) is set out in the Department of Education and Youth Circular 0006/2026.
This Agreement also contains a local bargaining provision under which employers and trade unions/associations may negotiate additional changes in rates of pay and/or conditions of employment. The PSA concludes on 30 June 2026.
The Summer Programme is an educational programme for children with complex special educational needs which is run during the summer months. Similar to teachers, contracted SNAs are paid their personable rate of pay for each day that they participate on the School-based Summer Programme. Where a school-based programme is not being run or a place is unavailable, a Home-based Summer Programme is available for children with complex special education needs.
Under the home-based programme, grant funding is made available so that parents/legal guardians can determine the most appropriate provision required for their child during the summer months. The role of the teacher and SNA are distinct where a teacher is to provide tuition, and a SNA provides care support as appropriate. Teachers and SNAs are paid per hour for tuition/care support delivered in line with agreed terms and public service pay agreements.
My Department is in the final stages of work on the first Special Needs Assistant Workforce Development Plan (the Plan) and associated documents. The Plan provides a comprehensive framework for understanding and supporting SNAs, children and young people with special educational needs and school communities. It will, through a co-created series of policy developments strengthen, clarify and offer clear direction and consistency to the SNA workforce.
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 very much value the key contribution that SNAs make to the educational experience and overall wellbeing.
As is standard practice, discussions with public service unions continue on all matters relating to pay agreements. Any review of terms and conditions including pay and pensions for SNAs will follow these established processes and be considered in detail by the Department of Education and Youth, the Department of Public Expenditure Infrastructure Public Service Reform and Digitalisation, and the relevant trade unions.
Social Media
Questions (327)
Pádraig Rice
Question:327. Deputy Pádraig Rice asked the Minister for Education and Youth her views on concerns regarding the use of social media by schools (details supplied); if her Department has considered offering guidance to schools on this matter; and if she will make a statement on the matter. [40946/26]
View answerWritten answers
The Data Protection Commission (DPC) is the national independent authority responsible for upholding the fundamental right of individuals to have their personal data protected. It is the supervisory authority responsible for monitoring the application of the General Data Protection Regulations (GDPR). The statutory powers, duties and functions of the DPC are as established under the Data Protection Act 2018.
The responsibility for compliance with data protection legislation rests with each school board of management. Schools/Education and Training Boards are separate data controllers from the department under data protection law and are responsible for their own compliance with the GDPR and Data Protection Act. Schools can consult with their management body and/or the DPC if they require further advice.
The DPC recently published a "Data Protection Toolkit for Schools" to assist with specific concerns and challenges faced by schools and following consultation with a number of organisations in the education sector. The Toolkit includes specific guidance about photographs of pupils and is available on the DPC's website at: www.dataprotection.ie/en/dpc-guidance/data-protection-toolkit-schools
Child welfare and protection policy is based on a legal framework provided primarily by the Child Care Act 1991 and the Children First Act 2015. Children First operates under the premise that it is the responsibility of everyone in society to keep children and young people safe from harm. This responsibility includes keeping children safe from harm online. The Child Protection Procedures for Schools 2025 require schools to address online safety explicitly in their Child Safeguarding Statement and risk assessment, and where risks have been identified, policies and procedures that are in place to manage the risk must be set out in the Child Safeguarding Statement.
On the general issue of online safety in schools, Webwise develops and disseminates resources that help teachers integrate digital citizenship and online safety into teaching and learning in their schools. Webwise also provides information, advice, and tools to parents to support their engagement in their children’s online lives. Webwise is part of the Safer Internet Ireland consortium and partners with ISPCC Childline, Irish Internet Hotline and the National Parents Council (NPC) under the umbrella of the Irish Safer Internet Centre to provide a range of complementary online safety services. Webwise also provides some advice on posting photos to school websites, available awww.webwise.ie/teachers/posting-pictures-to-your-schools-website-2/
The Department issued a communication to all schools in January highlighting updated information and guidance for parents and schools on the risks, harms and safeguarding issues associated with nudification apps, but also reminding schools of the range of online safety supports available through Webwise and the Department. The communication included the information outlined above regarding data protection.
Budget 2026
Questions (328)
Cian O'Callaghan
Question:328. Deputy Cian O'Callaghan asked the Minister for Education and Youth the funding bid her Department submitted to the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation in advance of budget 2026; and if she will make a statement on the matter. [40963/26]
View answerWritten answers
The annual Estimates and Budgetary process is a matter for Government and is subject to detailed engagement between Departments and the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation. As part of this process, my Department engages extensively with that Department in advance of the Budget, including the submission of proposals across a range of priority areas in line with Government policy and programme commitments.
On 21 April, the Government agreed to provide further additional funding of €646 million to the Department of Education and Youth to help ensure that high-quality education services are maintained for children and young people across the country. This funding is on a permanent basis and will address longstanding funding gaps in my Department. This increased budget also includes provision for additional SNAs due to no redeployment of existing SNAs in the 2026/27 school year, resources to accommodate additional children and young people with special educational needs in our schools, enhanced supports for survivors of historical residential abuse and meeting obligations arising from ongoing negotiations of certain pay and conditions of staff working across the schools’ education sector. There is to be no reduction to other education and youth services on foot of the additional funding agreed.
This will result in an overall increase of €1.9 billion in the gross expenditure allocation for 2026 over the original allocation for 2025. Securing this funding will help to meet the needs of almost 4,000 schools and 1 million children and young people and, in particularly, for special education where the need has grown significantly. This agreement is ultimately subject to Dáil approval and will bring the 2026 budget for the Department of Education and Youth to €14.1 billion.
I am proud that we are allocating such significant investment for primary, post primary and special needs education along with funding for youth education related services, which allows us tackle disadvantage and support the achievement and needs of all our students.
It is also important to note that my Department has a proven track record of accurately forecasting the costs required to appropriately fund the highly demand-led education sector. Furthermore, the International Monetary Fund (IMF) conducted an assessment in 2025 and found that education in Ireland to be “at or close to the frontier” when it came to public spending efficiency when compared across other OECD, EU and peer countries. We also work very closely with the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation on expenditure and funding matters. Over recent years, Government has provided significant additional investment in education, including funding for pay, capital projects, school transport, reduced class sizes, and expanded special education supports along with crisis related funding in response to Covid, Ukraine and the cost-of-living. It is a shared aim to ensure the education and youth sectors are on a sustainable fiscal footing going forward.
Schools Building Projects
Questions (329)
Brian Stanley
Question:329. Deputy Brian Stanley asked the Minister for Education and Youth the work her Department has been engaged in to advance the building project for a school (details supplied); and if she will make a statement on the matter. [40972/26]
View answerWritten answers
The Deputy will be aware that the construction of the school in question is being progressed directly by the school. The project is being funded under the Immigration Investor Programme (IIP) introduced by the Irish Government in 2012. This development was initiated by the school and is being progressed independently by the school in conjunction with the Department of Justice, Home Affairs and Migration who have oversight of the IIP Programme. My Department, therefore, has not had any involvement with the project. The school announced in a statement earlier this year that works will commence in the coming weeks, with full construction scheduled to recommence this summer.
The responsibility for completing the project, including making arrangements to meet any funding shortfall, rests with the school authority.
Schools Building Projects
Questions (330)
Brian Stanley
Question:330. Deputy Brian Stanley asked the Minister for Education and Youth if her Department will provide the shortfall in funding to complete the construction of a school (details supplied); and if she will make a statement on the matter. [40973/26]
View answerWritten answers
The Deputy will be aware that the construction of the school in question is being progressed directly by the school. The project is being funded under the Immigration Investor Programme (IIP) introduced by the Irish Government in 2012. This development was initiated by the school and is being progressed independently by the school in conjunction with the Department of Justice, Home Affairs and Migration who have oversight of the IIP Programme. My Department, therefore, has not had any involvement with the project. The school announced in a statement earlier this year that works will commence in the coming weeks, with full construction scheduled to recommence this summer
The responsibility for completing the project, including making arrangements to meet any funding shortfall, rests with the school authority.
Ministerial Communications
Questions (331)
Cathal Crowe
Question:331. Deputy Cathal Crowe asked the Minister for Education and Youth her views on matters raised in correspondence (details supplied). [40980/26]
View answerWritten answers
Is féidir liom a dheimhniú don Teachta go bhfuil an Rialtas tiomanta go hiomlán do thacú leis an oideachas lán-Ghaeilge agus do dheiseanna breise a chur ar fáil do pháistí agus do dhaoine óga a gcuid oideachais a fháil trí mheán na Gaeilge. Tá gealltanais i gClár Rialtais 2025 – Todhchaí na hÉireann a Dhaingniú – chun deiseanna a leathnú do dhaltaí agus do scoláirí freastal ar Ghaelscoileanna agus Gaelcholáistí, Gaelscoileanna agus Gaelcholáistí a bhunú áit a bhfuil éileamh ann, agus chomh maith leis sin, tacú le tuismitheoirí a roghnaíonn oideachas lán-Ghaeilge dá bpáistí.
Seoladh an Polasaí don Oideachas Lán-Ghaeilge lasmuigh den Ghaeltacht i mí na Samhna 2025. Leagtar amach sa pholasaí fís mo roinne go mbeidh oideachas lán-Ghaeilge ar ardchaighdeán ar fáil do chách, i suíomhanna oideachais atá ionchuimsitheach agus ilchultúrtha. Tá mo roinn tiomanta do bheith ag obair i gcomhar le páirtithe leasmhara chun an fhís seo a bhaint amach, agus chun dul chun cinn a dhéanamh i dtreo gealltanais Chlár an Rialtais a bhaint amach. Ní chreideann mo roinn go bhfuil gá le bearta reachtacha chun dul chun cinn a dhéanamh sa réimse seo.
Gníomh lárnach faoin bPolasaí don Oideachas Lán-Ghaeilge lasmuigh den Ghaeltacht ab ea bunú an Tascfhórsa ar Mhúnlaí Soláthar don Oideachas lán-Ghaeilge, atá ag cur ardán ar fáil do chomhoibriú idir mo roinn agus príomhpháirtithe leasmhara ar an gceist seo. Tá sé i gceist go gcuirfidh an tascfhórsa moltaí faoi mo bhráid, ina leagfar amach na nithe seo a leanas:
• na múnlaí a theastaíonn chun oideachas lán-Ghaeilge a chur ar fáil ag an mbunleibhéal agus ag an iar-bhunleibhéal, lena n-áirítear plé ar an ngá atá le hathruithe ar na múnlaí atá ann cheana más gá.
• sainmhínithe ar mhúnlaí soláthair, lena n-áirítear critéir theangabhunaithe gaolmhara.
• conas is féidir oideachas ionchuimsitheach lán-Ghaeilge ar ardchaighdeán a chur ar fáil laistigh de gach múnla.
• cad iad na tacaíochtaí breise a d'fhéadfadh a bheith ag teastáil do scoileanna chun na múnlaí a chur i bhfeidhm go héifeachtach.
• conas an t-éileamh ar oideachas lán-Ghaeilge a mheas ar bhonn níos éifeachtaí critéir chun soláthar nua oideachais lán-Ghaeilge a bhunú trí na múnlaí éagsúla a aithníodh, lena n-áirítear breithniú a dhéanamh ar an ngá atá le hathruithe ar an bpróiseas pátrúnachta.
• nósanna imeachta chun tacú le scoileanna aistriú go héifeachtach ó mhúnla lán-Bhéarla go múnla lán-Ghaeilge.
• nósanna imeachta agus critéir maidir le conas is féidir le scoileanna aistriú ó mhúnla amháin go múnla eile, chun soláthar oideachais lán-Ghaeilge a mhéadú, agus na tacaíochtaí a d'fhéadfadh a bheith ag teastáil uathu chun é sin a dhéanamh.
• meicníochtaí le cur ar bun chun méadú an tsoláthar oideachais lán-Ghaeilge a éascú.
Táim buíoch do bhaill an tascfhórsa as a gcuid ama agus tiomantas agus iad ag leanúint lena gcuid oibre sna míonna amach romhainn.
I can confirm to the Deputy that the Government is fully committed to supporting Irish-medium education and to providing increased opportunities for children and young people to receive their education through the medium of Irish. There are commitments in the Programme for Government 2025 – Securing Ireland’s Future - to expand opportunities for pupils and students to attend Gaelscoileanna and Gaelcholáistí, to establish Gaelscoileanna and Gaelcholáistí where there is demand, and also, to support parents choosing Irish-medium education for their children.
The Policy for Irish-Medium Education outside of the Gaeltacht was launched in November 2025. The policy sets out my department’s vision that high-quality Irish-medium education will be available to all, in inclusive and multicultural educational settings. My department is committed to working collaboratively with stakeholders to achieve this vision, and to progress towards achieving the Programme for Government commitments. My department does not believe that legislative measures are required to make progress in this area.
A key action under the Policy for Irish-Medium Education outside of the Gaeltacht is the establishment of a Taskforce on Models of Provision of Irish-Medium Education, which is providing a platform for collaboration between my department and key stakeholders on this issue. It is intended that the taskforce will make recommendations to me, setting out:
• the models needed to provide Irish-medium education at primary and post-primary level, including a discussion of the need for changes to existing models if necessary.
• definitions of models of provision, including related language-based criteria.
• how inclusive, high-quality Irish-medium education can be provided within each model.
• what supports schools may need to implement the models effectively.
• how to effectively assess the demand for Irish-medium education.
• criteria for establishing new Irish-medium education provision through the various models identified, including consideration of the need for changes to the patronage process.
• procedures to support schools in the effective transition from an English-medium to an Irish-medium model.
• procedures and criteria for how schools can transition from one model to another, in order to increase the provision of Irish-medium education, and the supports they may need to do so.
• mechanisms to be put in place to facilitate the expansion of Irish-medium provision.
I am grateful to the members of the taskforce for their time and commitment in continuing to contribute to its body of work over the coming months.
School Management
Questions (332, 333)
Michael Fitzmaurice
Question:332. Deputy Michael Fitzmaurice asked the Minister for Education and Youth when a decision will be made on the application submitted by the board of management of a school (details supplied); and if she will make a statement on the matter. [40981/26]
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Claire Kerrane
Question:333. Deputy Claire Kerrane asked the Minister for Education and Youth if she will provide an update on an application for additional school accommodation (details supplied) which was acknowledged by her office in March 2026; and if she will make a statement on the matter. [40985/26]
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I propose to take Questions Nos. 332 and 333 together.
I can confirm to the Deputy that an application under the department’s Additional School Accommodation (ASA) Scheme was received from the school in question. The application relates to provision of additional accommodation of a mainstream classroom and a special education teaching room.
As the Deputy is aware, my department published in January 2026 the NDP (National Development Plan) Sectoral Investment Plan for the Education and Youth Sectors. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs.
The accommodation needs at the school referred to by the Deputy will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
Question No. 333 answered with Question No. 332.
School Enrolments
Questions (334)
Cian O'Callaghan
Question:334. Deputy Cian O'Callaghan asked the Minister for Education and Youth to provide a detailed breakdown by county of children without an appropriate school place for September 2026; and if she will make a statement on the matter. [41082/26]
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Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.
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.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
It is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018.
Under the provisions of this act, all schools are required to have admissions policies which have been approved by the patron following consultation with staff and parents of students who are attending the school. It is a key requirement of the act that all school admission policies are fair and transparent.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
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.