Written Answers Nos. 315-334
315. Deputy Sorca Clarke asked the Minister for Education and Youth the recent engagements her Department has had with trade unions and representative bodies regarding the pay and employment conditions of school secretaries; the outstanding issues that remain to be resolved; the timeline for further improvements in terms and conditions; and if she will make a statement on the matter. [48752/26]
View answer316. Deputy Sorca Clarke asked the Minister for Education and Youth the progress that has been made in providing school secretaries with improved pay, terms and conditions of employment; whether discussions or negotiations have taken place with representative bodies and trade unions on this matter; the outcome of any such discussions; the further measures under consideration by her Department; and if she will make a statement on the matter. [48753/26]
View answerI propose to take Questions Nos. 315 and 316 together.
School secretaries and caretakers are at the heart of the school and are the key interface between students, parents, school leaders, and other staff. Without them, our schools would be unsustainable. In supporting these vital school staff members, we also support the school community as a whole.
My Department has been engaging with Fórsa and the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation over the past number of months under the auspices of the Workplace Relations Commission in relation to a number of claims, including a claim for a comparable pension entitlement.
The matter was referred to the Labour Court. The parties remain in process, and my department remains committed and ready to engage with Fórsa to reach a resolution on this important matter. As with any industrial relations process, where engagement is sensitive and complex, the matters under discussion are confidential until this process concludes.
317. Deputy Paul Murphy asked the Minister for Education and Youth the criteria used in selecting projects for inclusion in the first tranche of projects approved under the National Development Plan in January 2026. [48760/26]
View answer318. Deputy Paul Murphy asked the Minister for Education and Youth whether the criteria for selecting projects for the next tranche of projects in 2026-2027 under the National Development Plan, have been determined; if so to outline the details. [48761/26]
View answerI propose to take Questions Nos. 317 and 318 together.
My department has a strong track record of delivering the school building programme with over €6.9 billion invested since 2020. This has delivered approximately 1,400 completed school building projects and over 4,000 smaller-scale improvement projects.
Last January, I published the €7.55 billion NDP Sectoral Investment Plan for the education and youth sectors for the period 2026 to 2030. 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.
Of the total €7.55 billion investment, it is envisaged that approximately €5 billion will be used for project rollout to support the delivery and modernisation of school buildings. This project rollout will continue on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in a first tranche to proceed to construction or tender over 2026 and 2027. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
The first tranche of?projects being progressed to tender and/or construction over the course of 2026 and 2027 was published in January. This involves 80 large scale and extension projects, as well as 25 modular projects. The number of priority modular projects has since increased to over 60, reflecting in particular the urgency of providing accommodation for special education classes where no existing capacity is available.
The 80 prioritised large scale and extension projects included 45 projects already at Stage 3 (tender stage) last January.
The remaining 35 projects were already at Stage 2b (pre-tender stage) with planning permission. This group of projects were prioritised to meet the most urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools. The majority of new school buildings included in this category were either for special schools or schools that are operating fully from interim accommodation and have an urgent need for permanent accommodation.
Schools that did not already have planning permission were not considered for inclusion in the initial tranche as they were not at an appropriate stage of readiness.
Prioritised projects continue to be progressed through earlier stages of the design pipeline, with a focus on special schools; schools fully in interim accommodation, with an urgent requirement for permanent accommodation; projects delivering significant special education capacity; additional accommodation required to cater for demographic growth in an area; and projects dealing with the most significant condition issues.
As part of a department-led prioritisation process that will continue over 2026 and 2027, consultation with school patrons commenced this month. The publication of a further tranche of priority projects to progress to tender is targeted for 2027. This will be informed by department analysis, engagement with patrons and schools, funding parameters and, where relevant, the department’s energy and condition inventory of the school estate which is scheduled to be completed by the end of the year. Projects must also be at an appropriate stage of readiness to be considered for approval in the next tranche; this means that projects not already at Stage 2a currently are unlikely to be eligible for consideration
Some additional priority modular projects have been added to the list for delivery in 2026 and 2027 and further projects may be added having regard to urgency of need and affordability within annual funding parameters.
Where appropriate, my department will also assess opportunities to undertake advance enabling works for the most urgent and complex large-scale projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements identified by schools will continue to be assessed and considered by the Department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
Separately, many schools this year will continue to benefit from investments under the climate action summer works scheme, other climate action initiatives, repurposing for special education classes, and the emergency works scheme.
It is important to note that the 105 projects on the initial NDP priority list represent a subset of the overall school building programme. In total, there are 260-300 projects under construction at any one time. Over the course of 2026, some 1,000 school projects of varying scales will be under construction. In addition to large scale, extension and modular projects, this includes climate action projects, summer works and repurposing of rooms for special education classes.
319. Deputy Paul Murphy asked the Minister for Education and Youth the timeline for the review and assessment of school’s (details supplied) Stage 2b submission. [48762/26]
View answer320. Deputy Paul Murphy asked the Minister for Education and Youth the way in which the project of a particular school (details supplied) compares against the criteria for the sectoral investment plan of the NDP. [48763/26]
View answerI propose to take Questions Nos. 319 and 320 together.
The completion project for the school referred to by the Deputy is currently at Stage 2b – Architectural Planning Detailed Design.
The brief is a completion contract for refurbishment works and a Sports Hall, following termination of the original contract. The Design Team completed a Stage 2b submission which is currently with the Department for review.
The 105 projects prioritised to proceed to tender and/or construction across 2026 and 2027 represent a first tranche of large scale, extension and modular projects. However, further tranches will be prioritised to proceed at a later stage over what is a five year NDP plan with a total investment of €7.55 billion.
The projects selected for the initial tranche were already at Stage 3 (tender stage) and the most urgent projects at Stage 2b (detailed design) that had planning permission. Projects that were not already at this stage of readiness were not eligible for consideration for the initial tranche. The Stage 2b projects selected to progress were identified as meeting the most urgent requirements from a special education, demographics or building condition perspective.
As part of planning ahead for the next tranche of projects to progress to tender, a department-led prioritisation process will continue over the course of 2026 and 2027. This will include engagement with key stakeholders, including meetings with patrons in June. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities. A next tranche of projects to proceed to tender is expected to be announced in 2027.
Engagement with individual schools will also continue and will include consideration of issues such as any interim accommodation requirements and, in some cases, advancing enabling works to facilitate smooth progress to construction at a later stage.
It is important to note that the 105 projects on the initial NDP priority list represent a subset of the overall school building programme. In total, there are 260-300 projects under construction at any one time. Over the course of 2026, some 1,000 school projects of varying scales will be under construction. In addition to large scale, extension and modular projects, this includes climate action projects, summer works and repurposing of rooms for special education classes.
I would like to advise the Deputy, since 2020, 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.
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.
321. Deputy Robert O'Donoghue asked the Minister for Education and Youth whether she has assessed the impact of the removal of references to therapy plans and therapy-related supports from the revised SNA role on children with cerebral palsy and other significant physical disabilities attending mainstream schools; the way in which schools are expected to implement physiotherapy and occupational therapy recommendations where HSE therapy services are unavailable; and if she will make a statement on the matter. [48766/26]
View answer322. Deputy Robert O'Donoghue asked the Minister for Education and Youth whether children with cerebral palsy who attend mainstream schools and who have significant physical care needs but little or no learning disability were specifically represented during the development of the Special Needs Assistant Workforce Development Plan 2026–2037; and if she will provide details of the organisations and parent representatives consulted in this regard; and if she will make a statement on the matter. [48767/26]
View answer323. Deputy Robert O'Donoghue asked the Minister for Education and Youth whether she will establish a formal consultation mechanism with organisations representing children with cerebral palsy and their families to inform future implementation of the SNA Workforce Development Plan; and if she will make a statement on the matter. [48768/26]
View answerI propose to take Questions Nos. 321, 322 and 323 together.
I propose to take PQs 321 , 322 and 323 together.
I would like to thank the deputy for their questions.
My department published the first Special Needs Assistant (SNA) Workforce Development Plan (the Plan) and a number of associated policy documents on the 3 June 2026.
The SNA workforce has grown significantly in recent years and now includes almost 25,000 staff across primary, post-primary and special schools. Built around five strategic pillars and delivered in close consultation with stakeholders, the Plan recognises the vital contribution SNAs make to supporting all children and young people with special educational needs and enabling their full participation in school life. It sets out a clear framework to strengthen and support SNAs through enhanced professional development, greater role clarity, workforce sustainability measures and stronger collaboration across school communities.
Section 8.2 of Circular 0032/2026 which was published on the 3 June outlines the role of the SNA in the provision of therapy supports as follows:
“SNAs shall assist students to access therapy support in schools or assist a therapist in providing support to a student or assist the student to perform therapy tasks, as directed by a qualified therapist or under the direction of the teacher, as set out in the Student Support Plan or relevant report as appropriate.”
Furthermore, as outlined in the SNA Guidance document: “The SNA may provide support to a student only in circumstances where they are directed to do so by a qualified practitioner. Directions regarding this support will be provided to the SNA through various methods including coaching, modelling or in writing, in line with the SSP or relevant report, as appropriate.”
This is in line with the previous circular which states “The role of the SNA is to support the care needs of a child. Therefore, while it is appropriate for SNAs to assist students to access therapy support in schools, or to assist a therapist in providing support for a child or assist the child to preform therapy tasks directed by a therapist, it is not appropriate for an SNA to be expected to be responsible for the management or provision of therapy services in view of the particular skill-set required to deliver therapeutic interventions”
Both the new and preceding circulars provide for implementation of physiotherapy and occupational therapy recommendations, based on directions received from qualified professionals as is in line with best practice procedures and the skill set required to delivery therapeutic intervention.
The Plan has been developed in close consultation and collaboration with stakeholders including SNAs. The Plan was supported by five separate working groups comprising a wide range of stakeholders which met on 55 occasions, providing input from a number of perspectives whilst ensuring child centred approach for all children and young people. These stakeholders include SNAs, school management bodies, Fórsa the recognised trade union which represents SNAs, the National Parents Council, the Children’s Rights Alliance and HSE. An additional stakeholder group met on four occasions which included representatives from advocacy groups such as Inclusion Ireland, National Disability Authority, Féach and Irish Secondary School Union.
During the research for the development of the Plan, my department facilitated focus groups with 138 children and young people from diverse backgrounds and those with and without identified special educational needs to ensure their views were also captured for input into policy development. The full report on this consultation is available on the SNA Information Hub: www.gov.ie/en/department-of-education/publications/the-role-of-special-needs-assistants-report-on-the-consultation-with-children-and-young-people/.
All this research, meetings and consultation with SNAs and other stakeholders fed into decision making and directly influenced the final text of the Plan and associated published documents, which have now been published.
Details on the Plan and the associated published documents are available on www.gov.ie at: www.gov.ie/en/department-of-education/campaigns/special-needs-assistant-sna-workforce-development-plan/.
324. Deputy Séamus McGrath asked the Minister for Education and Youth to clarify when the construction phase will commence for a school (details supplied) in County Cork. [48780/26]
View answerThe major building project for the school referred to by the Deputy is assigned to my Departments Design & Build delivery programme which uses a professional external Programme Manager to progress the project through the relevant stages of architectural planning, tender, and construction.
The project is currently at Stage 3 – Tender Award Stage. The date for return of completed tenders was 27th March 2026. Tenders are currently being assessed by the Programme Manager team and on completion, the Programme Manager will issue their tender report to my Department for review.
Due diligence by my Department is a critical part of the overall completion of the Stage 3 process and is essential to ensuring quality and value for money, and that projects are progressed within overall budgetary parameters.
Upon completion of the tender process, an indictive timeframe of the completion of the new school building for Cork Educate Together Secondary School would be confirmed.
The new school building for Cork Educate Together Secondary School is one of the priority projects for my Department.
My Department will continue to keep the school and its patron body updated on progress.
325. Deputy Aindrias Moynihan asked the Minister for Education and Youth the status of a school building project (details supplied); and if she will make a statement on the matter. [48786/26]
View answerThe school to which the deputy refers was originally approved to enter the Department’s school building programme under the Additional School Accommodation scheme for a project that includes the provision of a two Special Educational Needs Classrooms (SEN) base, one Special Education Tuition Classrooms (SET) and Ancillary Accommodation. The project was devolved to the school authority for delivery.
Following this, the approved scope of accommodation was increased to include an additional SEN classroom, bringing the total provision for SEN to a three-classroom SEN base. As the scale of the project has expanded, a revised Stage 1/2a (pre-planning) report was required.
A revised report has been submitted to my Department and is currently under review from both a technical and cost perspective. As with all projects progressing through the programme, it is subject to the established due diligence processes set out in the Infrastructure Guidelines. This includes managing timing, scope, and cost to staying within budgetary limits for the overall programme.
This project remains part of the overall pipeline of school building projects and will continue to be managed in line with National Development Plan prioritisation parameters.
326. Deputy Aindrias Moynihan asked the Minister for Education and Youth the status of a new school building project (details supplied); and if she will make a statement on the matter. [48787/26]
View answerA joint major building project for Le Chéile Secondary School and Gaelscoil an Chaisleáin in Ballincollig, County Cork, is currently being delivered as part of the Departments Adapt 4 programme - Programme Innovate.
Programme Innovate will be delivered by Integrated Project Teams (IPT) consisting of highly skilled and experienced design professionals, architects, engineers, project managers, quantity surveyors and various other consultants to deliver the projects.
The proposed development is for a new 1,000 pupil post primary school including 6 classrooms for children with special educational needs, and a new 8 classroom primary school with accommodation including 2 classrooms for children with special educational needs.
This project is currently completing Stage 1 of architectural planning. The Stage1 Stakeholder meeting for this project took place in January 2026 attended by representatives from my department, the IPT's and the school authorities. A Stage 1 Addendum was requested by the department, and that addendum report, which was received in the department in April 2026, is currently being reviewed by department officials. It is anticipated that the Department will be in a position to advise the schools regarding project progression and next steps in the coming weeks. The IPT's will be requested to provide an updated project programme at that time.
327. Deputy Aindrias Moynihan asked the Minister for Education and Youth when a prefabricated classroom for a school (details supplied) will be approved; and if she will make a statement on the matter. [48788/26]
View answerI 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 interim mainstream and special education accommodation pending the delivery of the school's traditional build.
The purpose of the Additional School Accommodation (ASA) scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or by available accommodation at other schools in the area.
I am pleased to advise the Deputy that the school was approved a traditional build project for 2 Special Education classrooms, 1 Mainstream classroom and 1 Special Education Tuition room in 2021 and this project is currently at stage 2b.
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.
It is important from a school accommodation perspective that admission processes operated by individual primary schools are focused on meeting local needs and do not result in a requirement for additional classroom accommodation unless the Department’s Planning & Building Unit considers that it is necessary to meet demographic or special class requirements in that local area.
The Department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, there will continue to be a strong emphasis on maximising existing capacity across the school estate and also ensuring that school admissions policies and processes are targeted at meeting local mainstream and special class requirements.
I can advise the Deputy that the school's application for interim accommodation pending delivery of their permanent project was refused in July 2025. The school subsequently appealed that decision, and the outcome of that appeal was communicated to the school authority recently. The appeal upheld the original decision.
328. Deputy Jen Cummins asked the Minister for Education and Youth the date in which the DEIS plus appeal decisions will be issued [48798/26]
View answerMy department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS Plus scheme. Schools that were not satisfied with the outcome following the application of the DEIS Plus identification model to their school enrolment data had the opportunity to have that outcome reviewed.
The appeals window closed on the 25 May 2026, and schools were be given the opportunity to update their school enrolment data for the years 2023/2024, 2024/2025 and 2025/2026 on POD and PPOD, where they identify that the information already provided is not an accurate reflection of their school enrolment for those years. Schools could also request that the application of the model to their existing data was reviewed.
The appeals submitted are currently being processed by my department in line with the arrangements set out in Circular 0045/2026, DEIS Plus scheme: appeal process.
Each appeal is subject to a technical review and consideration by an independent appeals panel before a final decision is made. The appeals process is at an advanced stage, and it is expected that decisions will issue in early July. The schools concerned will be notified directly in writing of the outcome once the process has concluded.
329. Deputy Pearse Doherty asked the Minister for Education and Youth the reason special needs assistant support is no longer being provided as part of the school-based DEIS literacy and numeracy summer programme; the way in which this decision aligns with her Department's commitment to inclusive education; and if she will make a statement on the matter. [48799/26]
View answerDetails of the 2026 Summer Programme were communicated by email to all schools on the 6th May 2026. All schools were given 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.
DEIS Literacy and Numeracy Summer Camps are designed to support pupils who are experiencing social or academic difficulties in language and numeracy. As SNAs are not allocated to Summer Camps, schools are asked to carefully consider each pupil’s individual needs.
Where a child requires the support of an SNA to participate safely and meaningfully, the Primary School Scheme, where support is provided, should be considered as the more appropriate option.
330. Deputy Jen Cummins asked the Minister for Education and Youth her plans to ensure the projects in Laois, Offaly, Westmeath and Longford run under the STEM inclusion funding from the EU can continue, after the funding from the EU has ceased. [48801/26]
View answerI can advise the Deputy that the promotion of STEM and digital learning within our education system is a key priority for the Department and is reflected in multiple strategy documents, such as the STEM Education Policy Statement, Digital Strategy for Schools and the Literacy, Numeracy and Digital Literacy Strategy.
While I commend the work being done by STEM Project Co-ordinators in the Midlands region, the positions were funded under the EU Just Transition Fund, which this department had no role in. You will appreciate that the department receives many requests in relation to support/funding for initiatives, projects, resources, books etc. and given the range of funding already provided, the department is not in a position to replace this funding source.
Under the www.gov.ie/en/department-of-education/policy-information/stem-education-policy/ the department continues to provide support for STEM including STEM related curricular reform, ongoing provision of STEM professional development, guidelines for STEM partnerships between schools and business/industry, partnership with Research Ireland to support education and public engagement projects in STEM and ongoing support of informal STEM education projects such as Scifest, Stripe YSTE, Science Blast and iWish.
My Department has been in correspondence with the local authorities concerned and has outlined how there may be other possibilities for funding elsewhere.
331. Deputy Barry Heneghan asked the Minister for Education and Youth if her attention has been drawn to reports that some secondary schools require senior cycle students to purchase specified digital devices from a designated supplier; the guidance, if any, issued by her Department to schools regarding such arrangements; whether schools may restrict the use of equivalent devices already owned by students; and if she will make a statement on the matter. [48803/26]
View answerI recently communicated directly with all schools and boards of management, clarifying the department's position that there is no requirement for a personal device for junior or leaving cert and I requested schools to be cognisant of the views of parents in relation to the use of digital devices and the associated costs. Also, I stressed the need for schools to engage with all parents - and not just the Parent's Association - before deciding on an approach regarding devices.
I will continue to engage with educational stakeholders on this matter.
It is the responsibility of each individual school to select the digital resources, if any, that it will use to support its implementation of the curriculum. The Digital Strategy for Schools to 2027 does not mandate or prescribe the use of any particular devices or technologies in teaching and learning, rather it advocates for the deeper embedding of digital technologies in teaching and learning to develop digital literacy and competence, critical thinking and collaborative practice. It is not merely focused on using digital devices as an alternative to physical textbooks or resources.
Accordingly, there is no Department requirement for students to use personal digital devices for schoolwork or homework. Where digital devices are used as part of teaching and learning, schools are expected to ensure that no child is disadvantaged due to lack of access to technology. Schools are also required to comply with data protection and child wellbeing obligations, and to set out their approach to digital technology use in relevant policies, including the Acceptable Use Policy, in consultation with parents and pupils, as appropriate.
It should be noted that under the Education Act, the Boards of Management of Schools have responsibility for the day-to-day management of schools. Decisions regarding the use and deployment of digital technology in schools is therefore a matter for the Board of Management of each school in the context of their digital learning planning. Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices with cost and other implications being fully considered by the Boards of Management before a decision is made.
Department guidance states that schools should support equitable access to ICT for all students and may provide devices on loan to students (via device loan schemes) where required. Schools are also advised to consult with parents and the wider school community when developing technology policies that may involve costs for families. However, there is no dedicated funding stream for one-to-one student devices. Schools have flexibility to use their ICT grants to meet local priorities, including infrastructure, maintenance and device provision, within available resources.
Through the digital strategy, schools are directly funded for ICT and have autonomy to determine which infrastructure and devices (including tablets or laptops) are implemented, in line with their Digital Learning Plans. Schools must also have acceptable usage policies in place and may use ICT funding to support new curricula and assessment.
I am keenly aware of the challenges faced by educators and parents in relation to costs of digital technology, including tablets, and my Department continues to work to help support schools and families meet these costs. A number of measures are in place to support educators and parents, as part of my department’s ongoing commitment to reduce financial pressure on families and ensure every student is supported to succeed. This includes an instruction from my department to schools to consult with parents and their school community on the issue of ensuring costs are reasonable for parents, and how to avoid costs acting as a barrier - wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.). Schools should also provide a full list of required items, with guidance on best-value options. Circular 32/2017 sets out the measures to be adopted by schools to reduce the cost of school uniforms and other costs.
Under the Digital Strategy, some €200 million has been committed through the National Development Plan for school ICT, with around €170 million already allocated to schools. The most recent tranche of the ICT Grant €35 million which issued to schools in January 2026. Funding is provided through annual ICT grants based on a flat-rate per school and a per-student amount, and must be used for ICT infrastructure, including networks, classroom technology, software and shared student devices. To provide certainty for schools, the ICT grant payment timeline has been standardised, with payments now scheduled for the December/January period each year.
Finally, I wish to draw the deputies attention to the Schools Procurement Unit (SPU), established by my Department is the central support resource for providing guidance to all primary and post-primary schools (except ETB schools) on any procurement-related issue. The SPU delivers free advice and practical support to schools to help them achieve improvements in their procurement processes, practices and outcomes.
332. Deputy Barry Heneghan asked the Minister for Education and Youth the oversight arrangements in place in relation to agreements between schools and suppliers of digital devices for students; the supports available to assist families with the cost of such devices; and if she will make a statement on the matter. [48804/26]
View answerThe provision and use of digital devices in schools is a matter for the board of management, having regard to their unique circumstances, educational programmes and the needs of their students. Schools are best placed to determine how technology can support teaching and learning in their settings, including decisions relating to device usage.
As the deputy is aware I have recently communicated directly with all schools and boards of management, clarifying the department's position that there is no requirement for a personal device for junior or leaving cert and I requested schools to be cognisant of the views of parents in relation to the use of digital devices and the associated costs. Also, I stressed the need for schools to engage with all parents - and not just the Parent's Association - before deciding on an approach regarding devices.
I will continue to engage with educational stakeholders on this matter.
Department guidance states that schools should support equitable access to ICT for all students and may provide devices on loan to students, including through device lending schemes, where required. Schools are also advised to consult with parents and the wider school community when developing technology policies that may involve costs for families. However, there is no dedicated funding stream for one-to-one student devices. Schools have flexibility to use their ICT grants to meet local priorities, including infrastructure, maintenance and device provision, within available resources.
It should also be noted that the Digital Strategy for Schools to 2027, does not mandate or prescribe a policy of one-to-one devices in schools, and all schools are funded fairly and transparently to provide infrastructure in accordance with their digital learning plan, regardless of the particular approach chosen. The intention of the strategy is for the deeper embedding and use of digital technologies in teaching and learning, to develop digital competence and literacy among students, fostering critical thinking and collaborative learning. It is not merely concerned with replacing physical texts with online material, for example.
Through the digital strategy, schools are directly funded for ICT and have autonomy to determine which infrastructure and devices (including tablets or laptops) are implemented, in line with their Digital Learning Plans. Schools must also have acceptable usage policies in place and may use ICT funding to support new curricula and assessment.
I am keenly aware of the challenges faced by educators and parents in relation to costs of digital technology, including tablets, and my Department continues to work to help support schools and families meet these costs. A number of measures are in place to support educators and parents, as part of my department’s ongoing commitment to reduce financial pressure on families and ensure every student is supported to succeed. This includes an instruction from my department to schools to consult with parents and their school community on the issue of ensuring costs are reasonable for parents, and how to avoid costs acting as a barrier - wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.). Schools should also provide a full list of required items, with guidance on best-value options. Circular 32/2017 sets out the measures to be adopted by schools to reduce the cost of school uniforms and other costs.
Under the Digital Strategy, some €200 million has been committed through the National Development Plan for school ICT, with around €170 million already allocated to schools. The most recent tranche of the ICT Grant €35 million which issued to schools in January 2026. Funding is provided through annual ICT grants based on a flat-rate per school and a per-student amount, and must be used for ICT infrastructure, including networks, classroom technology, software and shared student devices. To provide certainty for schools, the ICT grant payment timeline has been standardised, with payments now scheduled for the December/January period each year.
Finally. Oide-Technology in Education (the area within my department's support service for teachers specialising in digital technology in teaching and learning), offer advice and supports not just to schools on digital learning but also to parents and learners. Advice sheets are available on digital technology in education, including on the adoption of laptops and tablets in schools. Oide- TiE also provide advice sheets on technical and purchasing considerations for schools.
333. Deputy John Brady asked the Minister for Education and Youth if she is aware of concerns raised regarding the loss of a teaching post in a school (details supplied); if consideration will be given by her Department to review this decision as this will increase class sizes significantly; and if she will make a statement on the matter. [48854/26]
View answerThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally.
The staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. That circular contains information and application forms on the staffing appeals process, where schools may appeal their staffing allocation to the Primary Staffing Appeals Board. The Appeals Board operates independently of the Department and its decision is final.
334. Deputy Albert Dolan asked the Minister for Education and Youth to provide an update on the current status of the proposed new extension building for a national school (details supplied); the current stage of the project; to advise of any delays or issues impacting delivery; and if she will make a statement on the matter. [48913/26]
View answerThe school to which the deputy refers was approved to enter the department’s pipeline of school buildings under the Additional School Accommodation Scheme for the provision of a two-classroom special educational needs base. The project is devolved to the school authority for delivery.
I can confirm the project was approved to planning. The delivery of this project is now with the school authority, and their contracted design team, to prepare and submit a stage 2B report (detailed design).
Once submitted to the department, a review of the stage 2b report will be carried out. Progression to the next stage is dependent on the outcome of this assessment and the project’s alignment with the prioritisation framework under the National Development Plan.
