Séamus McGrath
Question:78. Deputy Séamus McGrath asked the Minister for Education and Youth to provide an update on the building project for a school (details supplied). [53966/26]
View answerSchools Building Projects
Questions (78)
Written answers
The major project for the school referred to by the Deputy is currently at Stage 1 – Preliminary Design (assessment of site and location suitability and initial sketch scheme).
As part of the Stage 1 process the design team submit a Stage 1 report to my department which outlines a preferred design option, including the scope and extent of works to be carried out.
The Stage 1 report was received in my department in January 2025 and upon completion of the department’s due diligence review, the Stage 1 stakeholders meeting took place on 24th March 2025 where the principal, a representative from Educate Together, all design team members, the project manager and department officials were in attendance. The meeting concluded with agreement that the design team would explore further design layout options and submit a Stage 1 addendum report.
The full design team Stage 1 addendum report was received in August 2025.
The department Stage 1 addendum comments issued last month, via the project manager, for the design teams attention.
Department officials are currently working to close out Stage 1.
Since 2020, the Department of Education has provided €818.82 million in capital funding for Cork schools.
Over this period, a total of 171 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation.
12 school projects to go to tender or construction in 2026 and 2027 were included in the NDP Implementation Plan.
There are currently 17 school projects in Cork under construction.
This summer, 35 schools?are approved to?undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020 a total of 376 special classes have been sanctioned in Cork, of which 70 were sanctioned for September 2026.
Artificial Intelligence
Questions (79)
Tony McCormack
Question:79. Deputy Tony McCormack asked the Minister for Education and Youth whether the school curriculum is adequately preparing young people for a labour market increasingly shaped by artificial intelligence and automation; and if she will make a statement on the matter. [54050/26]
View answerWritten answers
While AI offers significant opportunities to enhance learning, teaching and student outcomes, it also presents risks and challenges that must be carefully managed. Education and training play a crucial role in ensuring AI is used responsibly and in line with relevant legislation and guidelines, enabling schools to make informed decisions that embrace innovation while safeguarding against potential risks and equipping students with the digital, critical thinking and ethical skills needed to thrive in a rapidly changing world.
Existing curriculum from early childhood to senior cycle offers multiple opportunities for the development of digital skills and digital literacy. Reform of the curriculum at all levels is already underway, which will ensure that our young people are equipped with the necessary digital skills and literacy to recognise mis and dis information and AI-generated online content.
Primary
• The Primary Curriculum Framework, outlines ‘being a digital learner’ as one of seven key competencies. This seeks to support children to become curious, creative, confident, and critical users of digital technology while fostering responsible, safe and ethical use of technology.
• The Primary Language Curriculum highlights the importance of digital literacy which supports the child’s ability to locate, select and critically analyse relevant information in text, visual and audio.
• The Primary Mathematics Curriculum provides for children to apply their mathematical knowledge and skills in flexible, efficient and creative ways to solve problems; conduct investigations; and develop and share their computational thinking.
• The Science, Technology, Engineering and Mathematics (STEM) Education Curriculum specification, to be published in September 2025, places an emphasis on developing children’s awareness and appreciation of the nature of STEM, while engaging in scientific inquiry, computational thinking and the design thinking process.
• The Wellbeing curriculum, due to be published in September 2025, has learning outcomes related to the Media and Digital Wellbeing promoting the safe and ethical use of technology, which includes learning about the benefits and challenges of digital technology use and the role and influence of media and popular culture have in children’s lives.
Junior Cycle
Learners continue their digital literacy journey in junior cycle.
• Each key skill in Junior Cycle includes digital elements, while the key skills for senior cycle incorporate numerous elements of digital literacy. The redevelopment of senior cycle will continue and further develop a focus on learners' digital literacy skills.
• For learners in post-primary education digital literacy includes the ability to be media literate, recognising and counteracting misinformation/disinformation.
• The Framework for Junior Cycle – which underpins all learning in the first three years of post-primary – has an explicit focus on development of digital skills. At Junior Cycle the student is expected to use technology and digital media tools – to learn, to communicate, and to do so in a responsible and ethical way.
• Short course in Digital Media Literacy – students learn to use digital technology, discriminate between multiple sources of information and to participate safely and effectively in an online environment. This was recently reviewed with an updated version introduced in September 2025.
• Short course in Coding - aims to develop the student's ability to formulate problems logically; to design, write and test code through the development of programs, apps, games, animations or websites; and, through their chosen learning activities, to learn about computer science. This was recently reviewed with an updated version introduced in September 2025.
• in Junior Cycle English, the course highlights the use of non-literary texts such as media texts (advertisements, media broadcasts) and opinion pieces (articles, speeches, social media posts) to interpret meaning, compare, evaluate effectiveness of, and respond to media and digital media
• Many Classroom-based assessments at Junior Cycle require students to conduct research and reflect on their findings and of course digital literacy is in play there
Senior Cycle
Teaching and learning at Senior Cycle are supported through the Key Competencies in Senior Cycle (https://ncca.ie/media/mfhhagys/key-competencies-in-senior-cycle_en.pdf). Key competencies refer to the knowledge, skills, values and dispositions students develop during Senior Cycle, no matter which programme they may be following.. Through the key competencies, students expand their capacity to be creative, agile, and adaptive as they prepare to make the transition from school to further, adult and higher education, apprenticeships, traineeships and/or the world of work.
The development of digital and technological literacies is interwoven across the key competencies. As students develop their key competencies, they gain understanding of technology as an increasingly important tool which can both support and present challenges. They explore technology as an aid to communication, creativity, and divergent thinking as well as learning how to reflect critically on the ways in which technology is used.
The Key Competencies in Senior Cycle underpin the work of the Senior Cycle Redevelopment Programme, which is engaged in modernising the curricula for all Leaving Certificate subjects, empowering students to meet the challenges and opportunities of the 21st century. Subjects are being redeveloped across five annual subject groupings called tranches. In September 2025, the first tranche of new and revised subjects was introduced in schools, including the subjects, Biology, Chemistry and Physics.
As part of Senior Cycle Redevelopment, the Leaving Certificate Vocational Programme (LCVP) will also be replaced by the new Leaving Certificate Life, Community and Work (https://curriculumonline.ie/getmedia/f6802fdb-582a-4380-905f-ee47b4edbaf2/SC-LCW-Spec-ENG-INT.pdf) specification for students entering 5th year in September 2026. As students engage with Life, Community and Work they learn how to make informed decisions as they prepare for their future post-school lives. Students learn how a transferable skillset supports a person to adapt and evolve to the changing pace of life and different careers and job roles within the workplace.
The Leaving Certificate Applied (LCA) also has a strong focus on career readiness and the world of work. Students following LCA complete courses in three main areas: Vocational Preparation; General Education; and Vocational Education. LCA students engage in work experience as part of Vocational Preparation and undertake modules in Vocational Specialisms as part of their Vocational Education.
The Senior Cycle Level 1 and Level 2 Learning Programmes, introduced for the first time in September 2024, provide personalised programmes, tailored to the individual learning needs of students whose needs and abilities may prevent them from accessing some or all aspects of other Senior Cycle programmes. Students following the Learning Programmes have access to the elective module “Preparation for Life after School”, which supports them to explore different progression pathways and transitions into further education, training, employment, volunteering and community life.
Transition Year also provides an opportunity for students to explore future career options and gain workplace experience in a supported manner. A new Transition Year Programme Statement (https://curriculumonline.ie/getmedia/5849acbf-0326-487a-beec-3db6b5878470/TY-Programme-Statement-ENG-INT.pdf) was published in September 2024, which provides schools with a framework for developing their own bespoke Transition Year programmes. The Programme Statement guides schools in developing innovative programmes that facilitate students to explore diverse future pathways, gain first-hand workplace experience, and develop career-related competencies so they can identify the links between education and career opportunities and apprenticeships. Additionally, the Initial Vocational Education and Training (iVET) module, developed in collaboration with ETBI and SOLAS gives students the opportunity to engage in interactive programmes and off-site learning through collaboration with industry and Further Education and Training (FET) providers during their Transition Year.
Guidance on AI in Schools
To support our teachers and school leaders in this important area, the Department of Education and Youth published its Guidance on AI in Schools in October of last year. It provides information on the opportunities and challenges associated with the use of AI as well as highlighting what should be taken into consideration when planning to use of AI and that this is done in a safe, ethical and responsible manner.
It is important to note that it is a living document, subject to continuous review. It is currently in the process of being updated to take account of feedback we have received from our education stakeholders and to reflect recent EU and OECD publications such as the AI Literacy Framework for Primary and Secondary Education and the EU Guidelines on the ethical use of artificial intelligence and data in teaching and learning.
Current supports and resources in relation to AI
Currently, extensive information and support for school leaders and teachers on AI in education can be found on the Oide Technology in Education website at their dedicated AI Hub. This is a carefully curated digital space to support school leaders and teachers, considering the use of AI. It promotes both the practical implementation and ethical application of AI, ensuring that schools adopt AI technologies in a thoughtful and effective way.
AI in Schools External Advisory Taskforce
An AI in Schools AI External Advisory Taskforce has been established to support the Department in the further development of a coherent national approach to the safe, responsible and effective use of AI across the school system at primary and post-primary level.
It provides a structured forum for engagement with key stakeholders and expert advisers to consider the opportunities and challenges presented by AI in education and to inform the development of policy, guidance and supports, taking account of relevant legal and regulatory requirements will be published on gov.ie in the coming weeks. These publications will provide greater transparency regarding the Taskforce's work programme and priorities.
Technical Support Instrument – FutureProof Schools: Supporting Schools in the AI Evolution
To further support schools and policymakers in the area of AI, the Department was successful in its application for a project under the Technical Support Instrument (TSI) programme of the EU Commission for a multi-country TSI Project Futureproof Education: Supporting schools in the AI evolution.
The project is being implemented by UNESCO, in cooperation with the European Commission, over a period of 24 months and involves six different European regions including Ireland.
It will support the development of strategies and tools for AI implementation in school education, providing guidance and tools to schools for ethical AI usage, enhancing digital literacy and inclusivity. The overall objective is to ensure a common understanding on the implementation of responsible AI in education, in an evidence-informed manner.
Whole-School Guidance
Whole-School Guidance is the contemporary model for guidance in post-primary schools nationally. It supports students’ personal and social, educational, and career development, and helps them to make informed decisions and life choices. In post-primary schools, guidance also plays an important role in supporting student wellbeing and in helping students build resilience.
During 2025, my department concluded a National Consultation on Post-Primary Guidance. This consultation will inform a number of policy actions, including a new role document for guidance counsellors and guidelines on the implementation of Whole-School Guidance in post-primary schools.
Career management skills will be a key focus within this work.
I recognise that these skills are increasingly important in the context of a labour market shaped by change, including artificial intelligence and automation. They support students to understand their strengths, make informed choices, manage their future education and career pathways, and recognise the value of transversal skills in helping them to adapt over time.
Draft guidelines were published alongside the national consultation. They contain a clear and detailed programme for guidance in post-primary schools with learning objectives for all students nationally to ensure consistency and standards within Whole-School Guidance provision. The final guidelines along with the new role document for guidance counsellors are intended to be a key support to schools in preparing their students for our evolving labour market and will be published in due course.
Schools Building Projects
Questions (80)
Shónagh Ní Raghallaigh
Question:80. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she will provide an update on a school building project (details supplied) given the current building no longer being fit-for-purpose; and if she will make a statement on the matter. [53898/26]
View answerWritten answers
The major project for the school referred to by the Deputy is now at an advanced stage of Architectural Planning - Stage 2(b) - Detailed Design, which includes the application for statutory approvals, which have been secured, and the preparation of tender documents.
The stage 2(b) submission has been reviewed by Department officials and comments have issued to the Design Team. My Department is currently awaiting the Design Team's clarifications. Once the stage 2(b) submission clarifications are received, my Department will review the additional information.
Since 2020, the Department of Education has provided €429.43 million in capital funding for Kildare schools. Over this period, a total of 56 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. 12 school projects to go to tender or construction in 2026 and 2027 were included in the NDP Implementation Plan. There are currently 16 school projects in Kildare under construction.
This summer, 5 schools?are approved to?undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020 a total of 96 special classes have been sanctioned in Kildare, of which 33 were sanctioned for September 2026.
School Staff
Questions (81)
Keira Keogh
Question:81. Deputy Keira Keogh asked the Minister for Education and Youth if her Department is considering targeted incentives to attract and retain teachers in rural schools in County Mayo; and if she will make a statement on the matter. [53691/26]
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.
As of November 2025, there were over 75,000 teachers employed in schools across Ireland and over 98% of allocated teaching posts were filled.
In County Mayo, 1.5% of allocations (17.3 posts) at primary level and 2% of allocations (14.6 posts) at post-primary level were unutilised.
Mayo, Sligo and Leitrim ETB post-primary schools had a vacancy rate of 2.8% (14.7 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. Teacher attrition remains low, with fewer than 3% resigning or retiring annually, one of the lowest rates in the OECD.
While the majority of allocated teaching posts are filled, certain schools experience ongoing challenges in recruiting teachers. To address teacher supply issues, the Government has implemented several measures 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.
My Department has recently published revised arrangements for the award of a Contract of Indefinite Duration to 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 their induction 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 at post-primary level:
- Upskilling programmes: free upskilling programmes for teachers are offered in high-demand subjects: Irish, French, politics & society, computer science, maths, physics and Spanish.
- STEM Bursary: a €2,000 annual bursary has been introduced 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.
A comprehensive workforce plan for the education sector, a commitment under the Programme for Government, is in development. Additionally, a project 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.
I am considering further measures to strengthen the teaching workforce and ensure that schools have the support needed to provide an excellent education for every student.
School Transport
Questions (82)
Brian Brennan
Question:82. Deputy Brian Brennan asked the Minister for Education and Youth for an update on progress of the roll-out of School Transport 2030; when she anticipates further pilot routes to be rolled out; whether she is considering adding routes for the 2026-2027 school year; and if so, if they will be based on demand "hotspots" identified over the past number of years (details supplied); and if she will make a statement on the matter. [54119/26]
View answerWritten answers
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth that 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 including over 24,000 pupils with Special Educational Needs in 2025 which equates to an increase of over 50%. Since 2018, investment in the scheme has more than doubled, from €200 million to €537 million.
The School Transport 2030 report was published in early 2024. The recommended changes to the schemes include expansion of the current eligibility criteria, addressing current operational challenges and moving towards better integration with public transport to ensure the best value for money to the Exchequer.
It was outlined at the time the Review was published that the proposed changes to the eligibility criteria would further increase demand for the scheme. Therefore, it was considered prudent to implement the changes on a phased basis.
As part of this phased rollout, 14 School Transport pilots commenced in the 2024/25 school year. A further 11 pilots were approved for the 2025/26 school year. For these pilots, the distance criteria for pupils are reduced to 2km for primary and post primary and the need for a pupil to be attending their nearest school is removed.
Due to ongoing challenges in the wider transport sector, including availability of drivers and vehicles, any expansion of services must be carefully planned and phased. While pilot projects are considered in select areas to test revised eligibility criteria, these pilots are limited in scope and capacity.
All pilots are being monitored and an evaluation of the 2025/2026 school year will be undertaken. The findings from the evaluation will guide the planning and implementation needed for a national rollout of a revised School Transport Scheme.
Implementation of the recommendations of the review will continue to be planned subject to resources being available to meet the expected increased demand.
Schools Building Projects
Questions (83)
Brian Brennan
Question:83. Deputy Brian Brennan asked the Minister for Education and Youth for an update on the progress of outstanding major school building projects (details supplied); and if she will make a statement on the matter. [54116/26]
View answerWritten answers
The current status of the building projects referred to by the Deputy is as follows:
Colaiste Bhride, Carnew, Arklow CBS and Avondale Community College have all been devolved for delivery to the National Development Finance Agency (NDFA) as part of a programme of school building projects (Project Dargle).
All three projects are currently at Stage 2b of the architectural planning design process with a full grant of planning permission received for each school. ?
Regarding Bunclody Community College, this project is devolved for delivery to Waterford and Wexford Education and Training Board (WWETB). The project is currently at Stage 2b of the architectural process, which allows for detailed design/planning, obtaining the necessary statutory permissions and the preparation of tender documents. ?WWETB will continue to engage directly with the school authority to keep it fully informed of progress.
Mental Health Services
Questions (84)
Paula Butterly
Question:84. Deputy Paula Butterly asked the Minister for Education and Youth her views on County Louth receiving adequate early intervention mental health supports for young people in school, including the expansion of Jigsaw's services, in light of the concerns raised at a meeting on 18 May in Louth; if she will protect funding for youth support workers and consider integrating their role alongside Jigsaw to deliver a comprehensive, community centred support system for young people in the county; and if she will make a statement on the matter. [52670/26]
View answerWritten answers
At the outset, it is important to note that the provision of child and adolescent mental health services lies specifically within the remit of the Department of Health and the HSE. HSE Primary Care Psychology Services and Child and Adolescent Mental Health Services (CAMHS) provide a range of clinical supports to children and young people. Where a parent has significant concerns about their child’s mental health, they can request a referral for their child to the CAMHS through their GP. The GP may also be able to signpost to other relevant support services.
The Department of Health established the National Office for Child and Youth Mental Health in the HSE in 2023 to improve leadership and all aspects of care across youth mental health. The Office published its new Youth Mental Health Action Plan in February 2025. This ambitious plan for comprehensive reform across all youth mental health services, including the specialist CAMHS service, will deliver services which are safer, effective, easier to access and which offers appropriate support at all levels when needed.
The three-year Plan sets out a clear roadmap for the Department and HSE to ensure children and families have equitable and timely access to high-quality mental health care, including better links with Primary Care and Disability Services, and greater use of e-mental health responses. The aim is that services will be better connected and easier to navigate, with increased focus on the rights of young people and their families. The development of a Single Point of Access for all child and youth mental health referrals in partnership with disabilities, primary care, and voluntary and statutory agencies is a key priority within the new Action Plan.
A comprehensive, community centred support system for young people’s mental health in county Louth would therefore predominantly be the responsibility of the Department of Health.
Within education specifically the area of wellbeing and the promotion of positive mental health is a priority for the Department of Education and Youth. This includes promoting emotional wellbeing and resilience and positive coping skills, which support children and young people to manage the complexities of modern life.
My department has built strong links with the Department of Health to explore ways to improve supports for children and young people more broadly, including around increasing awareness, promoting help-seeking behaviour, school staff training, and signposting the wide range of services available to children and young people.
My department has also been working closely with the Department of Health and the HSE to agree a protocol to facilitate referral pathways to local services, on foot of Recommendation 10 of the HSE’s mental health policy Sharing the Vision. This collaboration will assist in the creation of a Single Point of Access to mental health services for children and young people as per the HSE Child and Youth Mental Health Office Action Plan.
The department’s approach to supporting wellbeing and mental health is set out in its Wellbeing Policy Statement and Framework for Practice which can be found at the following link Wellbeing in education (https://s3-eu-west-1.amazonaws.com/govieassets/24725/07cc07626f6a426eb6eab4c523fb2ee2.pdf) (www.gov.ie) and informs the department’s extensive and ongoing work in the area of student wellbeing. The departments approach is founded on research and best international practice of how schools can best support the wellbeing and mental health of children and young people. The approach proposed is a whole school and preventative approach which has multiple components that include:
• Providing children and young people with opportunities to build core social and emotional skills and competencies
• Providing children and young people with opportunities to experience supportive relationships within the school setting and to learn through those relationships
• Providing children and young people with opportunities to be part of a school environment and culture that feels both physically and psychologically safe
• Schools are encouraged to develop policies that create an environment in which children and young people feel a sense of belonging and connectedness, in which they feel their voice is heard, and they feel supported.
• Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs.
The Department has initiated a Wellbeing Policy and Implementation Plan Review and broader stakeholder engagement process to consult on a successor to the current Wellbeing in Education Policy which will be launched in 2027.
Policy implementation responsibility is coordinated by the Wellbeing Office which is situated within the National Educational Psychological Service (NEPS).
NEPS provide educational psychological support to all primary and post-primary and special schools. The NEPS service provides access for all schools to:
• Psychological support in the event of a Critical Incident
• A Casework Service for individual children where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
• A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools and
• Ongoing access to advice and support for schools.
• NEPS teams offer training and guidance for teachers in the provision of universal and targeted evidence-informed approaches and early intervention to promote children’s wellbeing, social, emotional and academic development.
NEPS’ support and development work includes training for school staff on the promotion of wellbeing and resilience in schools, e.g. national webinars such as Understanding Anxiety, Managing School Reluctance and School Avoidance Behaviour, Trauma Informed Practice and elearning on trauma informed practice. This includes upskilling school staff on the use and implementation of evidence-informed approaches in schools, and approaches based on the principles of cognitive behaviour therapy and attachment-aware practices.
NEPS has published guidance for post primary schools on establishing a Student Support Team (SST) or reviewing an existing team. Psychologists are currently facilitating post-primary schools to improve the Student Support Team process which is the structure through which key wellbeing and wellbeing-related policies are implemented in post-primary schools. A Student Support Team is a student-focused mechanism put in place by a school in order to co-ordinate the support available for students in the school and to facilitate links to the community and other non-school support services.
Guidance counsellors are available in post-primary schools and can provide support to students. Guidance counselling is a key part of the school guidance programme, offered on an individual or group basis as part of a developmental learning process, at moments of personal crisis and at key transition points, such as transitioning to further education or employment. Guidance counsellors may work with students on a wide range of developmental issues that some students find difficult to manage.
Guidance counsellors are different to counsellors. Guidance counsellors are not mental health practitioners and recognise the limits of their knowledge, skills and competence. Guidance counsellors refer individuals (and their parents/guardians as appropriate) to other specialised services, as appropriate. Guidance counsellors are required to stay within their professional competence and boundaries.
Jigsaw, in partnership with the NEPS provides a comprehensive suite of mental health and wellbeing resources, training and programmes for post-primary schools through Neart. Neart supports schools to provide learning opportunities for students to promote mental health and wellbeing, as well as mental health webinars and eLearning courses for school staff, Student Support Teams and parents.
Neart has delivered a suite of live webinars and eLearning courses for school staff, live masterclasses for student support teams (SSTs), eLearning train the trainer courses for teacher-led classroom-based workshops for students, and live webinars and a new podcast series for parents / guardians.
The Neart Wellbeing Award was launched in September 2025, to acknowledge the commitment of participating schools to mental health and wellbeing. Schools that sign up to participate in Neart, and meet the criteria required, will receive the Neart Wellbeing Award to display on their digital and print materials. The Neart Wellbeing Award is endorsed by NAPD.
Neart webinars/masterclasses for school staff include
• Embracing Diversity: Supporting Minoritised Students and Building Belonging in Schools
• Maximising student voice for mental health and wellbeing in schools
• Social media and student mental health: Strategies for supporting students to have healthy relationships with social media (facilitated by Web Wise)
• Supporting the Wellbeing Needs of Neurodivergent Students?
• Self-compassion as a strategy for self-care for school staff (facilitated by Spectrum Life)
In March 2026, The Department launched the new DEIS strategy, and this initiative includes the provision of a positive mental health and wellbeing initiative which will see the enhanced, targeted and proportionate support being provided with an emphasis on nurturing and trauma informed practices. This work will have a focus on a preventative, early intervention and sustainable approach.
The positive mental health and wellbeing initiative will see the provision of interventions at whole school, whole class, small group and one-to-one level to meet the children’s needs, as well as providing learning and skill-building opportunities. It will also focus on the provision of a continuum of support approach already adopted and used by schools which is a graduated approach to identifying support needs of pupils. This initiative will include access to the support of an education wellbeing practitioner in primary schools in the DEIS Plus scheme with an extension to post-primary schools over time.
Schools Building Projects
Questions (85)
Ryan O'Meara
Question:85. Deputy Ryan O'Meara asked the Minister for Education and Youth the way in which school building projects will be selected for the next Education Sectoral NDP Implementation Plan; and if she will make a statement on the matter. [54101/26]
View answerWritten answers
The Department continues to progress prioritised school building projects through the design pipeline. Current prioritisation focuses on special schools; schools operating fully in interim accommodation with an urgent need for permanent provision; projects delivering significant additional special education capacity; accommodation required to meet demographic growth; and projects addressing the most serious condition issues.
An initial tranche of 105 prioritised projects to proceed to tender and/or construction in 2026 and 2027 was published as part of the NDP sectoral implementation plan last January. As part of the Department’s ongoing prioritisation process, which will continue throughout 2026 and 2027, consultation with school patrons and management bodies commenced through meetings held in June. Stakeholders were appraised of the overall approach to prioritisation and provided with relevant information regarding schools and projects, with an opportunity for any relevant feedback over the course of the coming months. This continued engagement will inform the identification of further tranches of projects to advance to tender and construction over the NDP period.
The Department is targeting 2027 for the publication of the next tranche of priority projects to proceed to tender. This will be informed by departmental analysis, patron and school engagement, available funding parameters, and—where relevant—the findings of the Department’s energy and condition inventory of the school estate, which is scheduled for completion by year-end. Projects must also have reached an appropriate stage of readiness.
In addition, some further priority small scale extensions to meet annual September needs will continue to be advanced, with a particular focus on special education needs provision, subject to affordability within annual funding allocations.
Where appropriate, the Department will also consider undertaking advance enabling works for the most urgent and complex large-scale projects to support a smooth transition to construction in 2028 and subsequent years.
Interim accommodation requirements identified by schools will continue to be assessed on a case-by-case basis to determine the most appropriate and prioritised response.
Special Educational Needs
Questions (86)
Claire Kerrane
Question:86. Deputy Claire Kerrane asked the Minister for Education and Youth if she is concerned at decisions made for SNA allocations which are not meeting need in schools; and if she will make a statement on the matter. [52568/26]
View answerWritten 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.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
They are also responsible for managing and processing requests from schools for a review of their SNA allocations.
I fully understand having seen first-hand the central role SNAs play in the successful inclusion of students with additional and significant care needs in schools.
The number of special needs assistants (SNAs) allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. Funding for 3,000 additional SNAs is being provided to bring the total number of SNAs to over 26,000 in 2026 and into 2027.
The NCSE has responsibility for ensuring that all additional SNA posts funded through Budget 2026 are allocated to mainstream, special classes and special schools to meet the care needs in these sectors.
In all cases any school who believe that they have insufficient SNA resources to support the needs of their pupils should contact the NCSE for a SNA review. On completion of a SNA review if it identifies additional resources are required, they will be provided.
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.
Schools Building Projects
Questions (87)
Shane Moynihan
Question:87. Deputy Shane Moynihan asked the Minister for Education and Youth for a progress report on school building projects approved in Dublin mid-west; and if she will make a statement on the matter. [54069/26]
View answerWritten answers
My department is delivering significant projects in Dublin Mid-West and continues to progress further important projects.
There are currently eight projects on site across Dublin Mid-West, including new school buildings for Coláiste Pobail Fola, Gaelscoil na Camóige, Gaelscoil Chluain Dolcáin and Holy Family Community School. Gaelscoil Lír was substantially completed and handed over to the school at the end of last week.
In order to be eligible for inclusion in the first tranche approved to proceed to tender or construction during 2026 and 2027 under my Department's National Development Plan implementation programme, projects needed to already be at an appropriate stage of readiness, i.e. Stage 3, tender stage, or Stage 2b, detailed design and pre-tender.
Within this context, priority was then afforded to 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.
The 105 projects included:
• 45 projects that were already at tender stage (Stage 3)
• 35 projects that currently have planning permission and were at pre-tender stage (Stage 2b)
• 25 projects being delivered through the modular accommodation programme to support additional special educational needs provision,
Of these 105 projects, by the end of June 2026:
• 27 have been progressed to construction
• 22 have been approved to go to construction
• 13 have moved from pre-tender to tender stage
4 school building projects in Dublin Mid-West were included in this list, and the current status is outlined in the table below.
|
School Name |
School Level |
Project Type |
Current Stage Of Project |
|
Soil Chronáin |
Primary |
New School Building |
Stage 3 – Tender |
|
Adamstown Castle ETNS |
Primary |
New School Building |
Stage 2b – Detailed Design |
|
Lucan Community College |
Post Primary |
Modular Accommodation Framework |
Stage 4 - Onsite |
|
Lucan BNS |
Primary |
Modular Accommodation Framework |
Project Brief |
A further 23 large-scale and additional accommodation projects are progressing through the design pipeline: 10 at Preliminary Design (Stage 1), one at Developed Design (Stage 2a), and nine at Detailed Design (Stage 2b) and 3 at Tender (Stage 3).
There are also a further 12 projects being progressed under the Modular Programme and the Climate Action Summer Works Scheme.
The current status of all projects is set out under item number ten at the following link (www.gov.ie). This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
Priority projects at earlier stages of the pipeline continue to be advanced, with particular emphasis on special schools, schools operating entirely in interim accommodation, projects providing significant special education capacity, additional accommodation to meet demographic growth, and schools with the most pressing building condition issues.
The Department is targeting 2027 for the publication of the next tranche of priority projects to proceed to tender. Prioritisation will be informed by departmental analysis, engagement with patrons and schools, available funding, and, where relevant, findings from the Department's school estate energy and condition survey, which is due to be completed by the end of this year.
School Transport
Questions (88)
Thomas Gould
Question:88. Deputy Thomas Gould asked the Minister for Education and Youth the number of children in Cork without special school transport for the 2026-2027 school year. [52758/26]
View answerWritten answers
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of my Department.
Under the terms of the School Transport Scheme for Children with Special Educational Needs, children are eligible for transport where they are attending the nearest recognised school that is or can be resourced to meet their special educational needs.
The National Council for Special Education through its network of Special Education Needs Organisers (SENOs) acts in an advisory role to my department on the suitability of placements for children with special educational needs.
When the transport application has been processed by School Transport Section and it has been confirmed that the child is eligible for transport, their details are submitted to Bus Éireann who will then advise what transport options may be available.
In the 2025/26 school year, over 24,000 pupils travelled on dedicated school transport services for children with special educational needs. This figure includes over 2,700 pupils travelling on such services to schools in Cork. Over 7,500 new applications were received for the SEN scheme nationally in the last school year. 73 pupils who were sanctioned for special transport to Cork schools were without a service at the end of the last school year, which represents less than 3% of those approved for transport in the county. I want to assure the Deputy and the families concerned that Bus Éireann is prioritising the arrangement of transport solutions for these pupils.
Applications for the 2026/27 school year are still being processed so it is not possible to provide data at this time.
An interim Special Transport Interim Grant is available to families of pupils who are eligible under the terms of the SEN scheme and are waiting on a service to be put in place. The grant is offered from the date of application to assist with the cost of private transport arrangements the family have to put in place until a service is ready to commence.
Schools Building Projects
Questions (89)
Pádraig O'Sullivan
Question:89. Deputy Pádraig O'Sullivan asked the Minister for Education and Youth the status of the school extension project for a school (details supplied) including the current stage of the project; the next steps; the expected timeline for progression; and if she will make a statement on the matter. [53893/26]
View answerWritten answers
The project referred to by the Deputy has been devolved to the Joint Managerial Body (JMB) for delivery.
The project brief for Coláiste an Phiarsaigh provides for a long-term projected enrolment of 750 pupils including four Special Educational Needs (SEN) classrooms.
The project is currently at Stage 2b of the architectural design process. This allows for detailed design and planning, obtaining the necessary statutory permissions and the preparation of tender documents. Planning permission was granted in November 2025. The department awaits submission of a Stage 2b report. Once received, it will undergo a detailed technical and cost review in line with the Government’s Infrastructure Guidelines.
My department has a strong track record of delivering the school building programme with over €7 billion invested since 2020. This has delivered approximately 1,400 completed school building projects and over 4,000 smaller-scale improvement projects. Over €818.82 million in capital funding has been invested in County Cork schools since 2020. Over this period, a total of 171 schools in County Cork have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 17 school projects in County Cork under construction.
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 department-led prioritisation process underway for 2026 and 2027, consultation with school patrons began this month. A further tranche of priority projects is targeted for publication in 2027, informed by departmental analysis, engagement with patrons and schools, funding parameters, and—where relevant—the department’s energy and condition inventory of the school estate, due for completion by year-end.
The Department is also implementing a more strategic, data-driven approach to project appraisal and prioritisation. This includes the development of the School Profile Report, the formalisation of a clear prioritisation framework, and the use of demographic, capacity, energy and condition data to guide decisions. These reforms will ensure that projects progress in a transparent, consistent and evidence-based manner.
The current status of all projects continues to be set out under item number ten at the following link: www.gov.ie. This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
Departmental Data
Questions (90)
Darren O'Rourke
Question:90. Deputy Darren O'Rourke asked the Minister for Education and Youth the reason the full findings and analysis of the youth worker workforce survey and employer workforce questionnaire conducted to inform the Youth Work Workforce Development Strategy have not been published to date; whether comprehensive analysis of the data has been undertaken; whether such analysis has been shared with stakeholders; when the Department intends to publish the full findings and analysis; if she will lay all reports, datasets and analytical outputs arising from the surveys in the Oireachtas and make them publicly available; and if she will make a statement on the matter. [54038/26]
View answerWritten answers
As Minister for Education and Youth, I am committed to supporting the workforce in the youth work sector to deliver high-quality youth work and non-formal developmental opportunities to young people.
Action 7 in Opportunities for Youth: the National Strategy for Youth Work and Related Services 2024-2028 commits to producing a workforce development strategy in respect of the youth work sector, to include consideration of training needs and the requirement for high-quality, accessible and inclusive youth work services and opportunities.
My department has engaged extensively with youth workers and managers in youth organisations and is aware of the recruitment and retention challenges being experienced by the sector. This engagement included completion of a workforce survey, and employer questionnaire, which were followed by 11 consultations, both regional in-person, and online consultations.
This data captured from the consultation period will inform the development of the strategy.
To support the development of the workforce development strategy, a workforce advisory group will be established. My department is working in partnership with the National Youth Council of Ireland to agree the role of this group including its membership. The terms of reference for this group will be finalised with the group, once established.
The workforce survey data will be shared with the workforce advisory group in the first instance, to inform their work in overseeing the development of the strategy. The workforce data will also accompany the strategy on publication.
Whilst the subject of pay and conditions in the sector has been raised through consultations, they will not directly form part of the strategy. Youth workers are not employed by my department, as funding is allocated on a 'provision of service' basis to meet the needs of the youth population in an area. The employment of staff, including youth workers, is a matter for the relevant youth organisations and services in receipt of funding.
Departmental Funding
Questions (91)
Michael Cahill
Question:91. Deputy Michael Cahill asked the Minister for Education and Youth the capital funding and minor works funding granted to schools in Kerry in 2025 and to date in 2026; and if she will make a statement on the matter. [53901/26]
View answerWritten answers
In 2025, schools in County Kerry received €22.35 million in capital funding, which included a total of €2.13 million in Minor Works Grant funding. The Minor Works Grant funding comprised allocations for the 2025/26 school year, paid in June 2025, and the 2026/27 school year, paid in December 2025.
To date in 2026, schools in County Kerry have been revived €8.4 million in capital funding, the next payment of Minor Works Grants is scheduled later in the year.
My department is delivering significant projects in County Kerry and continues to progress further important projects.
3 schools in County Kerry were included in a priority tranche of projects due to move to tender or construction during 2026 and 2027 under the Department's National Development Plan implementation programme. This includes St. Oliver’s NS which has since moved into construction.
Additionally, 20 schools are approved to undergo works as part of the Summer Works Scheme / Climate Action scheme this summer.
These projects are in addition to over €153 million in capital funding for County Kerry schools since 2020, of which in the region of €12 million was paid through the Minor Works Grants. Over that period, 70 schools in County Kerry have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 10 school projects in County Kerry under construction.
In addition, since 2020 a total of 70 special classes have been opened in County Kerry, of which 17 were sanctioned for September 2026.
The current status of all projects, including those in County Kerry is set out, under item number ten, at the following link www.gov.ie. This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
Special Educational Needs
Questions (92)
Tom Brabazon
Question:92. Deputy Tom Brabazon asked the Minister for Education and Youth the rationale for requiring parents and guardians seeking a special class or special school place for the 2027-2028 school year to notify the NCSE by 1 September 2026 and submit supporting documentation by 15 September 2026; and the measures that will be put in place to support families who may not have all documentation available by these dates. [53934/26]
View answerWritten answers
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. In order to support the NCSE and forward planning my department published Circular 0063/2026. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.
This notification process will provide the NCSE with critical information on children who continue to need a special class as they progress to post-primary level as well as details on students who require a place for the first time.
This year to facilitate earlier sanctioning of classes for the 2027/28 school year, an earlier date of 1 September was set for parents and to provide necessary documentation by 15th September 2026 or as soon as is reasonably practicable thereafter.
The Parents Notify process provides the NCSE and the department with essential information on the potential need for specialist placements in schools to support forward planning of special education provision.
The NCSE will continue to engage with parents/guardians and schools to ensure relevant information is provided as quickly as possible to facilitate effective forward planning.
Parents/guardians who engage with the NCSE Parent’s Notify process by 1st September 2026, having provided the necessary documentation by the15th of September 2026, or as soon as practicable thereafter will be provided with a letter, dated for the relevant school year. This letter will confirm the outcome of the NCSE’s review based on the supporting evidence provided. A letter of eligibility is provided by the NCSE where an applicant has the appropriate recommendation and documents for a special class or special school place.
While the NCSE will work with the department in relation to securing appropriate placements for children who present after the timelines, it will also continue to issue letters of eligibility to those who present thereafter. The NCSE will work closely to support those children and their families seeking specialist placements, as has been the case for the 26/27 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.
Schools Administration
Questions (93)
Darren O'Rourke
Question:93. Deputy Darren O'Rourke asked the Minister for Education and Youth if she is aware of the increased use of digital devices in secondary schools and the associated growing digital divide (details supplied); the measures she is taking to address this; and if she will make a statement on the matter. [54037/26]
View answerWritten answers
I 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.
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.
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.
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. As referenced, in 2017, a circular letter issued to schools with measures to be adopted to reduce the cost of school uniforms and other costs including such ICT devices (https://assets.gov.ie/12695/2045e7ccec684f72b55d93930e45372c.pdf).
That circular also instructed 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. This circular specified that wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.).
Additionally, the Circular provides that schools should also consult with parents on their views and suggestions on cost reduction initiatives. Schools should provide parents with a list of all required items and indicate the likely costs of these required items at best value stores. Where an exclusive supply arrangement applies, it should be reviewed regularly and tendered for in accordance with procurement requirements.
I continue to engage with educational stakeholders on this matter.
My Department will review the findings of the ESRI/University of Limerick working paper reported in the Irish Independent on 6 July 2026.
Schools Building Projects
Questions (94)
Aindrias Moynihan
Question:94. Deputy Aindrias Moynihan asked the Minister for Education and Youth the up-to-date position of advancing a new school building project (details supplied); and if she will make a statement on the matter. [54031/26]
View answerWritten answers
A 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.
School Transport
Questions (95)
Mairéad Farrell
Question:95. Deputy Mairéad Farrell asked the Minister for Education and Youth if she has given further consideration to allowing for school transport from the east side of Galway city to schools (details supplied); and if she will make a statement on the matter. [54055/26]
View answerWritten answers
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
At post primary level, pupils are eligible for transport where they reside no less than 4.8km from and are attending their nearest post-primary centre. Consideration is given to ethos and language.
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.
Where pupils are eligible for transport and complete the application process on time they will be accommodated on a service where one is available.
The closing date for applications for the 2026/27 school year was 08 May 2026.
Bus Éireann advises the following in relation to services from the east side of Galway city to the two schools referred to by the Deputy:
• Pupils in this area are generally not eligible for transport to the first school as they reside nearer to Galway post primary centre. However, to provide a more accurate report for particular pupils, their eircodes would be needed.
• All mainstream pupils from this area who completed the application process on time for the second school will be provided with transport. The bus is now full for late applicants.
Departmental Schemes
Questions (96)
Brendan Smith
Question:96. Deputy Brendan Smith asked the Minister for Education and Youth when the next round of approvals will issue under the summer works scheme; and if she will make a statement on the matter. [54153/26]
View answerWritten answers
he 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.
It is envisaged that approvals in any given year will involve a spread of categories rather than the traditional single category at a time. This is aimed at managing market capacity and maximising value for money opportunities for school authorities.
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. The Department continues to actively engage with these schools to support the delivery of approved projects.
Given that funding is limited in any particular year it is necessary to prioritise applications. Under the new climate action summer works scheme which operates on a multi annual basis, like previous summer works schemes, applications from schools that are not reached for funding or market prioritisation reasons in 2026 will qualify to be assessed for purposes of the funding available for climate action summer works in subsequent years.
The next tranche of approvals under this multi-annual scheme is due in October 2026 for delivery in Summer 2027.
Special Educational Needs
Questions (97)
Thomas Gould
Question:97. Deputy Thomas Gould asked the Minister for Education and Youth when the special school in Carraig na bFhear will open. [52757/26]
View answerWritten answers
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.
North Cork Community Special school is one of five new special schools that were established for the 2025/26 school year. This school serves the North City area of Cork City and opened in surplus accommodation in the Department owned school building, Gaelscoil de hÍde, Fermoy.
A former primary school property in Carraig na bFhearr is currently being repurposed to provide permanent accommodation for the school.
The repurposing project is being delivered under the Department’s SEN Reconfiguration and Modular Accommodation programme which facilitates the progression of the project as quickly as possible. The programme involves the use of Project Management supports which is designed to enable the accommodation to be provided in a timely manner and help ease the administrative workload for school authorities in relation to the management and delivery of projects. This is a collaborative process between the Project Manager, School Authority and the Department.
The repurposing works are nearing completion and it is intended that the building will be ready for occupation in the coming weeks.