Written Answers Nos. 52-71
52. Deputy Emer Currie asked the Minister for Enterprise, Tourism and Employment whether under pillar 3 of the Making Remote Work Strategy, which commits to developing national data on the frequency and incidence of remote work, any data is collected on remote working prevalence by county. [52437/25]
Amharc ar fhreagraThe most recent data from the Central Statistics Office show that in the second quarter of 2025, over 1 million persons reported working from home at least some of the time. Within this, 555,500 persons said that they were “usually” working from home (i.e. more than half of the time). This is down from a peak number of 774,300 persons in 2021. There were 457,600 persons who were “sometimes” working from home (i.e. at least one hour in the reference period), a number that has been increasing – see Tables 1 and 2. This data are available from the CSO’s quarterly labour force survey and can be accessed here: www.cso.ie/en/statistics/labourmarket/labourforcesurveylfs/
Table 1: Employment, classified by working from home, thousands
|
- |
2020 |
2021 |
2022 |
2023 |
2024 |
2025 |
|
Usually work at home |
477.0 |
774.3 |
643.0 |
547.6 |
553.6 |
555.5 |
|
Sometimes work at home |
253.8 |
178.4 |
279.4 |
360.5 |
399.3 |
457.6 |
|
Never work at home |
1,428.0 |
1,419.0 |
1,672.6 |
1,767.9 |
1,794.1 |
1,795.6 |
|
Not stated |
0.0 |
10.5 |
6.3 |
6.8 |
7.2 |
9.3 |
|
Total |
2,161.3 |
2,382.2 |
2,601.2 |
2,682.7 |
2,754.2 |
2,818.1 |
Note: CSO Labour Force Survey, data taken from quarter 2 in each year.
Table 2: Employment, classified by working from home, %
|
- |
2020 |
2021 |
2022 |
2023 |
2024 |
2025 |
|
Usually work at home |
22.1 |
32.5 |
24.7 |
20.4 |
20.1 |
19.7 |
|
Sometimes work at home |
11.7 |
7.5 |
10.7 |
13.4 |
14.5 |
16.2 |
|
Never work at home |
66.1 |
59.6 |
64.3 |
65.9 |
65.1 |
63.7 |
|
Not stated |
0.0 |
0.4 |
0.2 |
0.3 |
0.3 |
0.3 |
|
Total |
100.0 |
100.0 |
100.0 |
100.0 |
100.0 |
100.0 |
Note: CSO Labour Force Survey, data taken from quarter 2 in each year.
A regional breakdown is also available for the same classifications of employment by remote working status – see Tables 3, 4 and 5. Table 3 shows employment for persons “usually” working at home with Table 4 reporting those “sometimes” working at home. In respect of the former, Dublin unsurprisingly dominates with 39% of workers in this category. For the latter, a similar ratio applies with 38% of workers “sometimes” working at home in Dublin. In Table 5, a breakdown of those persons who “never” work from home is shown. Of the 1.8 million persons who never work from home, a quarter were in Dublin.
Table 3: Employment - usually working at home – by region, thousands
|
- |
2020 |
2021 |
2022 |
2023 |
2024 |
2025 |
|
Border |
30.5 |
44.4 |
36.5 |
30.0 |
26.8 |
27.1 |
|
Dublin |
172.0 |
318.3 |
265.4 |
212.4 |
216.7 |
214.4 |
|
Mid-East |
60.4 |
108.2 |
88.5 |
79.5 |
81.2 |
82.7 |
|
Midland |
22.2 |
38.1 |
33.1 |
29.5 |
23.7 |
26.8 |
|
Mid-West |
43.1 |
60.5 |
46.5 |
38.9 |
42.2 |
43.2 |
|
South-East |
40.4 |
50.9 |
44.7 |
35.1 |
43.7 |
40.1 |
|
South-West |
69.0 |
93 |
80.3 |
76.2 |
74.2 |
75.1 |
|
West |
39.4 |
60.9 |
48.1 |
45.9 |
45.1 |
46.1 |
|
Total |
477.0 |
774.3 |
643.0 |
547.6 |
553.6 |
555.5 |
Note: CSO Labour Force Survey, data taken from quarter 2 in each year.
Table 4: Employment - sometimes working at home - by region, thousands
|
- |
2020 |
2021 |
2022 |
2023 |
2024 |
2025 |
|
Border |
9.9 |
14.2 |
17.3 |
17.9 |
23.7 |
24.8 |
|
Dublin |
102.1 |
52.3 |
90.4 |
126.0 |
156.1 |
173.9 |
|
Mid-East |
42.0 |
26.9 |
42.6 |
55.4 |
58.4 |
68.5 |
|
Midland |
9.4 |
10.8 |
15.1 |
19.5 |
20.3 |
15.2 |
|
Mid-West |
19.1 |
18.2 |
24.9 |
29.0 |
35.2 |
49.8 |
|
South-East |
18.1 |
17.6 |
24.4 |
28.4 |
23.5 |
25.8 |
|
South-West |
31.4 |
24.7 |
40.3 |
51.8 |
54.6 |
64.7 |
|
West |
21.7 |
13.8 |
24.5 |
32.4 |
27.5 |
34.9 |
|
Total |
253.8 |
178.4 |
279.4 |
360.5 |
399.3 |
457.6 |
Note: CSO Labour Force Survey, data taken from quarter 2 in each year
Table 5: Employment – never working at home - by region, thousands
|
- |
2020 |
2021 |
2022 |
2023 |
2024 |
2025 |
|
Border |
115.4 |
127.4 |
144.5 |
155.4 |
158.6 |
162.8 |
|
Dublin |
386.3 |
343.8 |
423.2 |
466.7 |
460.1 |
451.3 |
|
Mid-East |
213.7 |
207.7 |
248.4 |
264.3 |
264.5 |
252.2 |
|
Midland |
97.5 |
92.5 |
111.1 |
110.3 |
115.4 |
115.9 |
|
Mid-West |
142.8 |
152.4 |
180.2 |
186.9 |
189.1 |
181.7 |
|
South-East |
120.2 |
129.5 |
146.6 |
156.1 |
160.2 |
173.0 |
|
South-West |
212.3 |
216.0 |
251.1 |
252.8 |
266.9 |
271.1 |
|
West |
139.8 |
149.8 |
167.6 |
175.4 |
179.3 |
187.7 |
|
Total |
1,428.0 |
1,419.0 |
1,672.6 |
1,767.9 |
1,794.1 |
1,795.6 |
Note: CSO Labour Force Survey, data taken from quarter 2 in each year
The Government continues to monitor the impacts of new ways of working. For example, the Department of Enterprise, Tourism and Employment is co-funding to the Working in Ireland Survey which is being carried out by University College Dublin. This is the second iteration of the Survey, first undertaken in 2021, and aims to interview several thousand persons across Ireland about their experiences of working life - including remote working. This work is underway with the main outputs from the survey expected in 2026.
In addition, the Department of Taoiseach has requested that the National Economic and Social Council (NESC) undertake research into the Evolution and Impact of Remote and Hybrid Working in Ireland. A working group has been established to oversee the research, which is expected be completed by mid-2026.
There has been a significant long-term shift in attitudes to remote and hybrid working, and flexible working arrangements more broadly, amongst both employers and workers since the pandemic. Acceptance of remote, hybrid and flexible working is high, and the evidence suggests that remote working is here to stay.
Programme for Government 2025, Securing Ireland’s Future, re-affirms this commitment to promoting flexible working arrangements that benefit both workers and employers. Development and delivery of the National Remote Strategy was overseen by the Remote Work Interdepartmental Group, based in my Department.
The Government's commitment to promoting remote work is also evident through initiatives like the National Hub Network, facilitated by Connected Hubs. This initiative plays a vital role in supporting the National Remote Work Strategy by providing accessible, well-equipped remote working spaces throughout Ireland. With 393 hubs across the country, and plans to expand to 400 by the end of 2025, Connected Hubs is helping to build vibrant local economies, revitalising communities and offering diverse services to remote workers, SMEs, and start-ups. These hubs are essential in enhancing labour market participation and promoting sustainable, flexible work options in line with Government policy.
The Connected Hubs network is a key driver in Ireland’s push to support remote work and regional development. Aligned with policies like Our Rural Future and the forthcoming National Hub Strategy, the initiative empowers individuals to work remotely while staying rooted in their communities. Hubs provide essential infrastructure and services, from co-working spaces and conference facilities to specialist resources like podcast studios and maker spaces. Beyond workspace provision, they offer vital business supports such as mentoring, start-up accelerators, and sector-specific programmes. By promoting innovation and collaboration, Connected Hubs is shaping the future of work while contributing to balanced regional growth and sustainable development across Ireland.
53. Deputy Emer Currie asked the Minister for Enterprise, Tourism and Employment whether under pillar 3 of the Making Remote Work Strategy, which commits to developing national data on the frequency and incidence of remote work, any data is collected on the salaries of remote workers. [52438/25]
Amharc ar fhreagraThe most recent data from the Central Statistics Office show that in the second quarter of 2025, over 1 million persons reported working from home at least some of the time. Within this, 555,500 persons said that they were “usually” working from home (i.e. more than half of the time). This is down from a peak number of 774,300 persons in 2021. There were 457,600 persons who were “sometimes” working from home (i.e. at least one hour in the reference period), a number that has been increasing – see Tables 1 and 2. This data are available from the CSO’s quarterly labour force survey and can be accessed here: www.cso.ie/en/statistics/labourmarket/labourforcesurveylfs/
Table 1: Employment, classified by working from home, thousands
|
- |
2020 |
2021 |
2022 |
2023 |
2024 |
2025 |
|
Usually work at home |
477.0 |
774.3 |
643.0 |
547.6 |
553.6 |
555.5 |
|
Sometimes work at home |
253.8 |
178.4 |
279.4 |
360.5 |
399.3 |
457.6 |
|
Never work at home |
1,428.0 |
1,419.0 |
1,672.6 |
1,767.9 |
1,794.1 |
1,795.6 |
|
Not stated |
0.0 |
10.5 |
6.3 |
6.8 |
7.2 |
9.3 |
|
Total |
2,161.3 |
2,382.2 |
2,601.2 |
2,682.7 |
2,754.2 |
2,818.1 |
Note: CSO Labour Force Survey, data taken from quarter 2 in each year.
Table 2: Employment, classified by working from home, %
|
- |
2020 |
2021 |
2022 |
2023 |
2024 |
2025 |
|
Usually work at home |
22.1 |
32.5 |
24.7 |
20.4 |
20.1 |
19.7 |
|
Sometimes work at home |
11.7 |
7.5 |
10.7 |
13.4 |
14.5 |
16.2 |
|
Never work at home |
66.1 |
59.6 |
64.3 |
65.9 |
65.1 |
63.7 |
|
Not stated |
0.0 |
0.4 |
0.2 |
0.3 |
0.3 |
0.3 |
|
Total |
100.0 |
100.0 |
100.0 |
100.0 |
100.0 |
100.0 |
Note: CSO Labour Force Survey, data taken from quarter 2 in each year.
A regional breakdown is also available for the same classifications of employment by remote working status – see Tables 3, 4 and 5. Table 3 shows employment for persons “usually” working at home with Table 4 reporting those “sometimes” working at home. In respect of the former, Dublin unsurprisingly dominates with 39% of workers in this category. For the latter, a similar ratio applies with 38% of workers “sometimes” working at home in Dublin. In Table 5, a breakdown of those persons who “never” work from home is shown. Of the 1.8 million persons who never work from home, a quarter were in Dublin.
Table 3: Employment - usually working at home – by region, thousands
|
- |
2020 |
2021 |
2022 |
2023 |
2024 |
2025 |
|
Border |
30.5 |
44.4 |
36.5 |
30.0 |
26.8 |
27.1 |
|
Dublin |
172.0 |
318.3 |
265.4 |
212.4 |
216.7 |
214.4 |
|
Mid-East |
60.4 |
108.2 |
88.5 |
79.5 |
81.2 |
82.7 |
|
Midland |
22.2 |
38.1 |
33.1 |
29.5 |
23.7 |
26.8 |
|
Mid-West |
43.1 |
60.5 |
46.5 |
38.9 |
42.2 |
43.2 |
|
South-East |
40.4 |
50.9 |
44.7 |
35.1 |
43.7 |
40.1 |
|
South-West |
69.0 |
93 |
80.3 |
76.2 |
74.2 |
75.1 |
|
West |
39.4 |
60.9 |
48.1 |
45.9 |
45.1 |
46.1 |
|
Total |
477.0 |
774.3 |
643.0 |
547.6 |
553.6 |
555.5 |
Note: CSO Labour Force Survey, data taken from quarter 2 in each year.
Table 4: Employment - sometimes working at home - by region, thousands
|
- |
2020 |
2021 |
2022 |
2023 |
2024 |
2025 |
|
Border |
9.9 |
14.2 |
17.3 |
17.9 |
23.7 |
24.8 |
|
Dublin |
102.1 |
52.3 |
90.4 |
126.0 |
156.1 |
173.9 |
|
Mid-East |
42.0 |
26.9 |
42.6 |
55.4 |
58.4 |
68.5 |
|
Midland |
9.4 |
10.8 |
15.1 |
19.5 |
20.3 |
15.2 |
|
Mid-West |
19.1 |
18.2 |
24.9 |
29.0 |
35.2 |
49.8 |
|
South-East |
18.1 |
17.6 |
24.4 |
28.4 |
23.5 |
25.8 |
|
South-West |
31.4 |
24.7 |
40.3 |
51.8 |
54.6 |
64.7 |
|
West |
21.7 |
13.8 |
24.5 |
32.4 |
27.5 |
34.9 |
|
Total |
253.8 |
178.4 |
279.4 |
360.5 |
399.3 |
457.6 |
Note: CSO Labour Force Survey, data taken from quarter 2 in each year
Table 5: Employment – never working at home - by region, thousands
|
- |
2020 |
2021 |
2022 |
2023 |
2024 |
2025 |
|
Border |
115.4 |
127.4 |
144.5 |
155.4 |
158.6 |
162.8 |
|
Dublin |
386.3 |
343.8 |
423.2 |
466.7 |
460.1 |
451.3 |
|
Mid-East |
213.7 |
207.7 |
248.4 |
264.3 |
264.5 |
252.2 |
|
Midland |
97.5 |
92.5 |
111.1 |
110.3 |
115.4 |
115.9 |
|
Mid-West |
142.8 |
152.4 |
180.2 |
186.9 |
189.1 |
181.7 |
|
South-East |
120.2 |
129.5 |
146.6 |
156.1 |
160.2 |
173.0 |
|
South-West |
212.3 |
216.0 |
251.1 |
252.8 |
266.9 |
271.1 |
|
West |
139.8 |
149.8 |
167.6 |
175.4 |
179.3 |
187.7 |
|
Total |
1,428.0 |
1,419.0 |
1,672.6 |
1,767.9 |
1,794.1 |
1,795.6 |
Note: CSO Labour Force Survey, data taken from quarter 2 in each year
The Government continues to monitor the impacts of new ways of working. For example, the Department of Enterprise, Tourism and Employment is co-funding to the Working in Ireland Survey which is being carried out by University College Dublin. This is the second iteration of the Survey, first undertaken in 2021, and aims to interview several thousand persons across Ireland about their experiences of working life - including remote working. This work is underway with the main outputs from the survey expected in 2026.
In addition, the Department of Taoiseach has requested that the National Economic and Social Council (NESC) undertake research into the Evolution and Impact of Remote and Hybrid Working in Ireland. A working group has been established to oversee the research, which is expected be completed by mid-2026.
There has been a significant long-term shift in attitudes to remote and hybrid working, and flexible working arrangements more broadly, amongst both employers and workers since the pandemic. Acceptance of remote, hybrid and flexible working is high, and the evidence suggests that remote working is here to stay.
Programme for Government 2025, Securing Ireland’s Future, re-affirms this commitment to promoting flexible working arrangements that benefit both workers and employers. Development and delivery of the National Remote Strategy was overseen by the Remote Work Interdepartmental Group, based in my Department.
The Government's commitment to promoting remote work is also evident through initiatives like the National Hub Network, facilitated by Connected Hubs. This initiative plays a vital role in supporting the National Remote Work Strategy by providing accessible, well-equipped remote working spaces throughout Ireland. With 393 hubs across the country, and plans to expand to 400 by the end of 2025, Connected Hubs is helping to build vibrant local economies, revitalising communities and offering diverse services to remote workers, SMEs, and start-ups. These hubs are essential in enhancing labour market participation and promoting sustainable, flexible work options in line with Government policy.
The Connected Hubs network is a key driver in Ireland’s push to support remote work and regional development. Aligned with policies like Our Rural Future and the forthcoming National Hub Strategy, the initiative empowers individuals to work remotely while staying rooted in their communities. Hubs provide essential infrastructure and services, from co-working spaces and conference facilities to specialist resources like podcast studios and maker spaces. Beyond workspace provision, they offer vital business supports such as mentoring, start-up accelerators, and sector-specific programmes. By promoting innovation and collaboration, Connected Hubs is shaping the future of work while contributing to balanced regional growth and sustainable development across Ireland.
54. Deputy Emer Currie asked the Minister for Enterprise, Tourism and Employment whether under pillar 3 of the Making Remote Work Strategy, which commits to developing national data on the frequency and incidence of remote work, any data is collected on the salaries of remote workers per county. [52439/25]
Amharc ar fhreagraThe most recent data from the Central Statistics Office show that in the second quarter of 2025, over 1 million persons reported working from home at least some of the time. Within this, 555,500 persons said that they were “usually” working from home (i.e. more than half of the time). This is down from a peak number of 774,300 persons in 2021. There were 457,600 persons who were “sometimes” working from home (i.e. at least one hour in the reference period), a number that has been increasing – see Tables 1 and 2. This data are available from the CSO’s quarterly labour force survey and can be accessed here: www.cso.ie/en/statistics/labour
Table 1: Employment, classified by working from home, thousands
|
- |
2020 |
2021 |
2022 |
2023 |
2024 |
2025 |
|
Usually work at home |
477.0 |
774.3 |
643.0 |
547.6 |
553.6 |
555.5 |
|
Sometimes work at home |
253.8 |
178.4 |
279.4 |
360.5 |
399.3 |
457.6 |
|
Never work at home |
1,428.0 |
1,419.0 |
1,672.6 |
1,767.9 |
1,794.1 |
1,795.6 |
|
Not stated |
0.0 |
10.5 |
6.3 |
6.8 |
7.2 |
9.3 |
|
Total |
2,161.3 |
2,382.2 |
2,601.2 |
2,682.7 |
2,754.2 |
2,818.1 |
Note: CSO Labour Force Survey, data taken from quarter 2 in each year.
Table 2: Employment, classified by working from home, %
|
- |
2020 |
2021 |
2022 |
2023 |
2024 |
2025 |
|
Usually work at home |
22.1 |
32.5 |
24.7 |
20.4 |
20.1 |
19.7 |
|
Sometimes work at home |
11.7 |
7.5 |
10.7 |
13.4 |
14.5 |
16.2 |
|
Never work at home |
66.1 |
59.6 |
64.3 |
65.9 |
65.1 |
63.7 |
|
Not stated |
0.0 |
0.4 |
0.2 |
0.3 |
0.3 |
0.3 |
|
Total |
100.0 |
100.0 |
100.0 |
100.0 |
100.0 |
100.0 |
Note: CSO Labour Force Survey, data taken from quarter 2 in each year.
A regional breakdown is also available for the same classifications of employment by remote working status – see Tables 3, 4 and 5. Table 3 shows employment for persons “usually” working at home with Table 4 reporting those “sometimes” working at home. In respect of the former, Dublin unsurprisingly dominates with 39% of workers in this category. For the latter, a similar ratio applies with 38% of workers “sometimes” working at home in Dublin. In Table 5, a breakdown of those persons who “never” work from home is shown. Of the 1.8 million persons who never work from home, a quarter were in Dublin.
Table 3: Employment - usually working at home – by region, thousands
|
- |
2020 |
2021 |
2022 |
2023 |
2024 |
2025 |
|
Border |
30.5 |
44.4 |
36.5 |
30.0 |
26.8 |
27.1 |
|
Dublin |
172.0 |
318.3 |
265.4 |
212.4 |
216.7 |
214.4 |
|
Mid-East |
60.4 |
108.2 |
88.5 |
79.5 |
81.2 |
82.7 |
|
Midland |
22.2 |
38.1 |
33.1 |
29.5 |
23.7 |
26.8 |
|
Mid-West |
43.1 |
60.5 |
46.5 |
38.9 |
42.2 |
43.2 |
|
South-East |
40.4 |
50.9 |
44.7 |
35.1 |
43.7 |
40.1 |
|
South-West |
69.0 |
93 |
80.3 |
76.2 |
74.2 |
75.1 |
|
West |
39.4 |
60.9 |
48.1 |
45.9 |
45.1 |
46.1 |
|
Total |
477.0 |
774.3 |
643.0 |
547.6 |
553.6 |
555.5 |
Note: CSO Labour Force Survey, data taken from quarter 2 in each year.
Table 4: Employment - sometimes working at home - by region, thousands
|
- |
2020 |
2021 |
2022 |
2023 |
2024 |
2025 |
|
Border |
9.9 |
14.2 |
17.3 |
17.9 |
23.7 |
24.8 |
|
Dublin |
102.1 |
52.3 |
90.4 |
126.0 |
156.1 |
173.9 |
|
Mid-East |
42.0 |
26.9 |
42.6 |
55.4 |
58.4 |
68.5 |
|
Midland |
9.4 |
10.8 |
15.1 |
19.5 |
20.3 |
15.2 |
|
Mid-West |
19.1 |
18.2 |
24.9 |
29.0 |
35.2 |
49.8 |
|
South-East |
18.1 |
17.6 |
24.4 |
28.4 |
23.5 |
25.8 |
|
South-West |
31.4 |
24.7 |
40.3 |
51.8 |
54.6 |
64.7 |
|
West |
21.7 |
13.8 |
24.5 |
32.4 |
27.5 |
34.9 |
|
Total |
253.8 |
178.4 |
279.4 |
360.5 |
399.3 |
457.6 |
Note: CSO Labour Force Survey, data taken from quarter 2 in each year
Table 5: Employment – never working at home - by region, thousands
|
- |
2020 |
2021 |
2022 |
2023 |
2024 |
2025 |
|
Border |
115.4 |
127.4 |
144.5 |
155.4 |
158.6 |
162.8 |
|
Dublin |
386.3 |
343.8 |
423.2 |
466.7 |
460.1 |
451.3 |
|
Mid-East |
213.7 |
207.7 |
248.4 |
264.3 |
264.5 |
252.2 |
|
Midland |
97.5 |
92.5 |
111.1 |
110.3 |
115.4 |
115.9 |
|
Mid-West |
142.8 |
152.4 |
180.2 |
186.9 |
189.1 |
181.7 |
|
South-East |
120.2 |
129.5 |
146.6 |
156.1 |
160.2 |
173.0 |
|
South-West |
212.3 |
216.0 |
251.1 |
252.8 |
266.9 |
271.1 |
|
West |
139.8 |
149.8 |
167.6 |
175.4 |
179.3 |
187.7 |
|
Total |
1,428.0 |
1,419.0 |
1,672.6 |
1,767.9 |
1,794.1 |
1,795.6 |
Note: CSO Labour Force Survey, data taken from quarter 2 in each year
The Government continues to monitor the impacts of new ways of working. For example, the Department of Enterprise, Tourism and Employment is co-funding to the Working in Ireland Survey which is being carried out by University College Dublin. This is the second iteration of the Survey, first undertaken in 2021, and aims to interview several thousand persons across Ireland about their experiences of working life - including remote working. This work is underway with the main outputs from the survey expected in 2026.
In addition, the Department of Taoiseach has requested that the National Economic and Social Council (NESC) undertake research into the Evolution and Impact of Remote and Hybrid Working in Ireland. A working group has been established to oversee the research, which is expected be completed by mid-2026.
There has been a significant long-term shift in attitudes to remote and hybrid working, and flexible working arrangements more broadly, amongst both employers and workers since the pandemic. Acceptance of remote, hybrid and flexible working is high, and the evidence suggests that remote working is here to stay.
Programme for Government 2025, Securing Ireland’s Future, re-affirms this commitment to promoting flexible working arrangements that benefit both workers and employers. Development and delivery of the National Remote Strategy was overseen by the Remote Work Interdepartmental Group, based in my Department.
The Government's commitment to promoting remote work is also evident through initiatives like the National Hub Network, facilitated by Connected Hubs. This initiative plays a vital role in supporting the National Remote Work Strategy by providing accessible, well-equipped remote working spaces throughout Ireland. With 393 hubs across the country, and plans to expand to 400 by the end of 2025, Connected Hubs is helping to build vibrant local economies, revitalising communities and offering diverse services to remote workers, SMEs, and start-ups. These hubs are essential in enhancing labour market participation and promoting sustainable, flexible work options in line with Government policy.
The Connected Hubs network is a key driver in Ireland’s push to support remote work and regional development. Aligned with policies like Our Rural Future and the forthcoming National Hub Strategy, the initiative empowers individuals to work remotely while staying rooted in their communities. Hubs provide essential infrastructure and services, from co-working spaces and conference facilities to specialist resources like podcast studios and maker spaces. Beyond workspace provision, they offer vital business supports such as mentoring, start-up accelerators, and sector-specific programmes. By promoting innovation and collaboration, Connected Hubs is shaping the future of work while contributing to balanced regional growth and sustainable development across Ireland.
55. Deputy Emer Currie asked the Minister for Enterprise, Tourism and Employment for a list of dates of meetings for the Remote Work Interdepartmental Group, the membership of the group and whether changes to hybrid working policies in companies in Ireland has or will be considered. [52440/25]
Amharc ar fhreagraIreland's National Remote Work Strategy - enterprise.gov.ie/en/publications/making-remote-work.html - was published on January 15, 2021, by my Department with a goal to make remote working a permanent option in the Irish workforce. The strategy aims to strengthen employer and employee rights, invest in remote working infrastructure, and foster a more flexible work environment.
My Department co-ordinated the implementation of the Strategy’s actions through an Interdepartmental Group. The Group met seven times between March 2012 and May 2023 and substantial progress was made in implementing the report’s actions. The group has not met recently, so membership lists are out of date.
The overall purpose of the strategy, and the group, was to underpin and facilitate remote working rather than to attempt to determine how companies should roll out their own hybrid working policies. However, a national marketing campaign – In Good Company – is being launched in October to encourage SMEs to adopt flexible hub-based working models. The 2025 National Hub Summit, taking place in November, will bring together all relevant parties from across government, enterprise, community development and the hub ecosystem.
Work continues in a range of areas to underpin remote working in Ireland, including those outlined below.
The Work Life Balance Act 2023, which establishes the right to request remote working for all workers – along with the right of parents and carers to request other forms of flexible working arrangement - and initiatives such as the National Remote Work Strategy, reflect the Government’s commitment to facilitating these changes in a way which maximises their economic, social and environmental benefits.
The right to request a remote working arrangement for all employees was commenced through the Work Life Balance and Miscellaneous Provisions Act 2023 on 6 March 2024. Employers are obliged to have regard to the Code of Practice and the other requirements of the Act when considering requests for remote working. Employees have recourse to the Workplace Relations Commission if the employer fails to comply with the legislation. Providing a right to request supports and facilitates remote working in Ireland, and at the same time, supports a productive and competitive business environment.
The legislation provides for a review of the operation of the remote working provisions of the Act, not earlier than one year and not later than two years after the commencement of the Act. There are also provisions to conduct a review of the operation of the flexible working provisions of the Act and, as part of the review, consider whether the right to request a flexible working arrangement should be extended to all employees. The Department of Enterprise, Tourism and Employment will be carrying out a review of the operation of the right to request remote working provisions of the Act by March 2026.
DETE continues to update its Guidance for Working Remotely webpage for employees and employers to support the safe and successful adoption of remote working practices.
The Government's commitment to promoting remote work is also evident through initiatives like the National Hub Network, facilitated by Connected Hubs. This initiative plays a vital role in supporting the National Remote Work Strategy by providing accessible, well-equipped remote working spaces throughout Ireland. With 393 hubs across the country, and plans to expand to 400 by the end of 2025, Connected Hubs is helping to build vibrant local economies, revitalising communities and offering diverse services to remote workers, SMEs, and start-ups. These hubs are essential in enhancing labour market participation and promoting sustainable, flexible work options in line with Government policy.
The Connected Hubs network is a key driver in Ireland’s push to support remote work and regional development. Aligned with policies like Our Rural Future and the forthcoming National Hub Strategy, the initiative empowers individuals to work remotely while staying rooted in their communities. Hubs provide essential infrastructure and services, from co-working spaces and conference facilities to specialist resources like podcast studios and maker spaces. Beyond workspace provision, they offer vital business supports such as mentoring, start-up accelerators, and sector-specific programmes. By promoting innovation and collaboration, Connected Hubs is shaping the future of work while contributing to balanced regional growth and sustainable development across Ireland.
56. Deputy Emer Currie asked the Minister for Enterprise, Tourism and Employment the action he intends to take to address changes to hybrid working policies in companies in Ireland which require employees to increase the time they spend in the office. [52441/25]
Amharc ar fhreagra57. Deputy Emer Currie asked the Minister for Enterprise, Tourism and Employment the action he intends to take to protect hybrid work practises in Ireland following announcements by companies in Ireland to change their hybrid policies. [52442/25]
Amharc ar fhreagraI propose to take Questions Nos. 56 and 57 together.
The right to request a remote working arrangement for all employees was commenced through the Work Life Balance and Miscellaneous Provisions Act 2023 on 6 March 2024.
Under the Act, employers are obliged to consider such a request having regard to their needs, the employee’s needs, and the requirements of the Code of Practice. Employees have recourse to the Workplace Relations Commission if the employer fails in this duty. The Code of Practice on the Right to Request Remote Working provides practical guidance to employers and employees throughout the application process. The Code provides templates for remote working applications to assist employees and Work-Life Balance Policy templates for employers.
Under the Act, an employee can apply for a remote working arrangement in writing to their employer. The employer must respond to the application in writing either approving the request and preparing a remote working agreement, or refusing the request and providing reasons for the refusal.
The Act provides a right to request and not a right to remote work. The decision remains with the employer, and it is not for Government to dictate the terms or operation of the employer employee relationship. The obligation on the employer is to comply with the requirements of the Act.
The legislation also makes provision for employers and employees to agree changes to remote working arrangements after it has been agreed between the employer and employee. The arrangement may be postponed, the period of the arrangement may be curtailed, and the form of the arrangement may be varied once both parties agree to the changes in writing.
The Act also provides that the employer may terminate a remote working arrangement in certain circumstances. An employer can terminate an approved remote working arrangement where they are satisfied that it is having or would have a substantial adverse effect on the operation of their business. Employers are required to have regard to the Code of Practice when making a decision to terminate a remote working arrangement.
58. Deputy Grace Boland asked the Minister for Education and Youth the way in which her Department ensures that students in rural or disadvantaged areas have equal access to mental health supports in schools; and if she will make a statement on the matter. [52474/25]
Amharc ar fhreagra77. Deputy Grace Boland asked the Minister for Education and Youth the measures in place to support students transitioning from primary to post-primary school in terms of mental health and well-being; and if she will make a statement on the matter. [52475/25]
Amharc ar fhreagraI propose to take Questions Nos. 58 and 77 together.
I thank the Deputy for her question on supports available to children and young people in schools.
It may be useful to firstly outline the role of my department’s National Educational Psychological Service (NEPS). All schools have access to:
• a NEPS psychologist for general support and advice.
• support from a NEPS psychologist in the event of a Critical Incident.
• National and Regional Support and Development service for school staff, which is advertised through the Education Support Centres of Ireland and covers areas such as trauma informed practice, cluster group support for post-primary special education teachers and special class teachers, training for Student Support Teams and supporting reluctant school attendance/school avoidance behaviour.
• access to either a NEPS psychologist or a SCPA psychologist for individual pupil casework where a priority need is established. SCPA – the Scheme for Commissioning Psychological Assessments - is operated through the use of a panel of psychologists who must meet qualification criteria set by the Department. It is an interim measure intended to supplement the NEPS service and meet current urgent needs for psychological assessment of children and young people.
My department’s Wellbeing Policy Statement and Framework for Practice provides schools with a framework to support the wellbeing and mental health of their school community. This framework is founded on research and international best practice as to how schools can best support the wellbeing and mental health of children and young people. The framework encourages schools take a whole school, preventative, and reflective approach to school self-evaluation to identify and prioritise the needs of their own school communities in relation to the promotion of wellbeing and mental health
This framework encourages schools to:
• provide children and young people with opportunities to build core social and emotional skills and competencies,
• provide children and young people with opportunities to experience supportive relationships within the school setting and to learn through those relationships and,
• provide children and young people with opportunities to be part of a school environment and culture that feels both physically and psychologically safe, 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.
A dedicated wellbeing portal has also been developed and is now available, bringing together all the wellbeing supports and resources that have been developed by the department and the department’s support services, at the following link: www.gov.ie/en/department-of-education/campaigns/wellbeing-in-education/[]
In addition, my department has built strong links with the Department of Health to explore ways to improve supports for children and young people, including around increased awareness, promoting help-seeking behaviour, school staff training, and signposting the wide range of services available to children and young people. 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.
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.
In 2023 my department allocated €5 million to establish the Counselling in Primary Schools Pilot, a pilot programme of counselling and mental Health supports for primary schools in 2023. In Budget 2025, the pilot received additional funding to further develop the programme. The Counselling in Primary Schools Pilot consists of two strands. Strand 1 is provides one-to-one counselling to support small numbers of children in schools in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary. The Department of Education and Youth created panels of pre-approved private counsellors to provide counselling supports under the pilot. In October 2024, the department announced the extension of Strand 1 of the Counselling in Primary Schools Pilot to 61 urban DEIS primary schools in Dublin North City and Dublin South-West in areas with some of the highest levels of disadvantage in the State.
The selection of children for counselling under the Counselling in Primary Schools Pilot takes into consideration the NEPS/Department of Education and Youth Continuum of Support. The Continuum of Support is the framework schools use to guide the identification of a given child’s needs, to plan interventions and review a child’s response to those interventions. This information is documented in a child’s Student Support File which contains their Student Support Plan. Using the Continuum of Support framework helps to ensure that those children with the greatest level of need have access to the greatest level of support.
In line with the Continuum of Support a child may be prioritised for counselling following a period of school-based intervention and support. Decision making for accessing counselling support will be guided by information in the child’s Student Support File and their most recent Student Support Plan, which documents supports, interventions and adaptations provided by the school over time. Concerns about a child's development and interventions/supports identified for a child will be flagged with the child's parents/guardians. Student Support Plans are reviewed on a regular basis to consider if the supports and interventions in place are meeting the needs of each child or young person. During a review meeting the school, in collaboration with parents/legal guardians, considers a child’s response to intervention to understand the persistence and significance of need in the context of supports provided. There can be exceptional circumstances when a child may need to be prioritised for counselling support in the first instance, for example, if a child has transferred from another school with evidence of need or significant information of the needs of a child is provided by parents/legal guardians. This is not an exhaustive list, and professional judgement is needed taking all relevant information into consideration.
School staff consult with their assigned NEPS psychologist where they consider access to the Counselling Service under the Counselling in Primary Schools Pilot an appropriate support as part of a child's Student Support Plan, in line with the Continuum of Support.
With regard to school transitions, I can advise the deputy that an Education Passport has been devised by the National Council for Curriculum and Assessment (NCCA) which includes a suite of materials to support the reporting and transfer of pupil information from primary to post-primary schools.
An Education Passport, for each pupil, should be sent to the relevant post-primary school following confirmation of enrolment and, ideally, by the end of June. Since 2014/15, schools are required to use the NCCA Education Passport materials to support the reporting and transfer of pupil information at the end of sixth class. The materials are presented under the umbrella title of “Education Passport”
The ‘Education Passport' is a compulsory requirement for all 6th class pupils in their transition from Primary to Post-Primary School.
Details of the Education passport are available at: www.ncca.ie/en/primary/reporting-and-transfer/education-passport
My department continues to review our overall approach to fostering good mental health and wellbeing in our schools so that children and young people are enabled to reach their potential.
59. Deputy Louis O'Hara asked the Minister for Education and Youth if she will abandon the new NCSE guidelines for the review of SNA allocations for the 2025/2026 school year and re-engage with school communities to ensure that review guidelines do not risk reducing supports for children with additional educational needs; and if she will make a statement on the matter. [52167/25]
Amharc ar fhreagraThis 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.
SNAs play a central role in the successful inclusion of students with additional and significant care needs in schools by helping to ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
My department has been steadily building on the number of special needs assistants (SNAs) in our education system. There are now over 23,000 SNAs allocated to schools. working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential. This is the highest number ever.
The NCSE issues guidance each year to schools regarding SNA reviews and the guidance for 2025/26 school year issued on the 12th September 2025.
It is important to clarify some of the issues raised since publication of the guidelines.
The process for allocating SNAs has been in place since 2014 and is not changing this year. There has been no freeze on SNAs, in fact the number of SNAs in our schools has increased by 43% in the last 5 years alone.
Schools were issued with their allocations for the 2025/26 school year in June and the SNA review window from 15 September to 24 October relates to schools who believe they do not have sufficient SNAs to support their care needs at present.
A school can apply to the NCSE at any time during the school year, as in previous years, for a review where emerging or new care needs arise. An emerging care need for example would be changing care needs in their existing student enrolment, newly identified care need or a new enrolment(s) with care needs.
The NCSE has written to all schools since the publication of the guidelines to clarify that a school can request a review during the school year and not just in the review period set out in the guidelines.
The following are the reasons for the timeline of reviews contained in the guidance:
• Supports the earlier announcement of allocations for the 2026/27 school year to align with the release of the annual staffing schedule.
• Management bodies, staff representative bodies, schools and SNA’s have all requested the department to ensure that SNA allocations issue earlier each year and ideally should align with the general staffing allocation in February each year.
• Supports the SNA workforce by giving them early clarity on their roles
• Facilitates the SNA Redeployment Scheme
The role and responsibilities for SNAs has also not changed. SNAs remain responsible for meeting primary care needs for students with special educational needs.
New special classes continue to be supported with additional SNAs each time a new class opens – this has not changed. The NCSE guidelines set out the number of SNAs per each category of special class and there is no change to those baseline allocations.
Any school who has concerns about the level of their SNA allocation should contact their local special education needs organiser. This has always been the case and remains today.
The NCSE assesses the level of need within the school as a whole and this is critical to ensure that the care needs of the entire school are identified and that the school is resourced to meet this identified need. There continues to be separate allocations for mainstream and special classes in individual schools.
When the NCSE completes the SNA review and if additional SNA support is identified as being required it will be provided. This has always been the case.
The NCSE carried out a record number of reviews in 2025 to ensure that children who most needed SNA support could access it. This will continue for 2025/26 school year. I want to assure you that the Department and the NCSE, through all of our policy and guidance such as resource allocations, take a child centred focus and approach to ensure that all children in our schools with special education care needs are provided with a supportive environment and the resources needed to help them develop and be prepared for life after school.
The NCSE have confirmed they will be engaging with stakeholders to clarify any issues raised.
60. Deputy Paul Nicholas Gogarty asked the Minister for Education and Youth if she will commit to a detailed review and immediate suspension of the introduction of the 2025/2026 SNA review guidelines; and if she will make a statement on the matter. [52169/25]
Amharc ar fhreagra61. Deputy Paul Nicholas Gogarty asked the Minister for Education and Youth if she will facilitate consultations with school communities over the 2025/2026 SNA review guidelines before they are implemented nationwide; and if she will make a statement on the matter. [52170/25]
Amharc ar fhreagraI propose to take Questions Nos. 60 and 61 together.
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.
Special needs assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs in schools by helping to ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
My department has been steadily building on the number of SNAs in our education system. There are now over 23,000 SNAs allocated to schools. working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential. This is the highest number ever.
The National Council for Special Education (NCSE) issues guidance each year to schools regarding SNA reviews and the guidance for 2025/26 school year issued on the 12 September 2025.
It is important to clarify some of the issues raised since publication of the guidelines.
The process for allocating SNAs has been in place since 2014 and is not changing this year. There has been no freeze on SNAs, in fact the number of SNAs in our schools has increased by 43% in the last 5 years alone.
Schools were issued with their allocations for the 2025/26 school year in June and the SNA review window from 15 September to 24 October relates to schools who believe they do not have sufficient SNAs to support their care needs at present.
A school can apply to the NCSE at any time during the school year, as in previous years, for a review where emerging or new care needs arise. An emerging care need for example would be changing care needs in their existing student enrolment, newly identified care need or a new enrolment(s) with care needs.
The NCSE has written to all schools since the publication of the guidelines to clarify that a school can request a review during the school year and not just in the review period set out in the guidelines.
The following are the reasons for the timeline of reviews contained in the guidance:
• Supports the earlier announcement of allocations for the 2026/27 school year to align with the release of the annual staffing schedule.
• Management bodies, staff representative bodies, schools and SNA’s have all requested the department to ensure that SNA allocations issue earlier each year and ideally should align with the general staffing allocation in February each year.
• Supports the SNA workforce by giving them early clarity on their roles.
• Facilitates the SNA Redeployment Scheme.
The role and responsibilities for SNAs has also not changed. SNAs remain responsible for meeting primary care needs for students with special educational needs.
New special classes continue to be supported with additional SNAs each time a new class opens – this has not changed. The NCSE guidelines set out the number of SNAs per each category of special class and there is no change to those baseline allocations.
Any school who has concerns about the level of their SNA allocation should contact their local special education needs organiser. This has always been the case and remains today.
The NCSE assesses the level of need within the school as a whole and this is critical to ensure that the care needs of the entire school are identified and that the school is resourced to meet this identified need. There continues to be separate allocations for mainstream and special classes in individual schools.
When the NCSE completes the SNA review and if additional SNA support is identified as being required it will be provided. This has always been the case.
The NCSE carried out a record number of reviews in 2025 to ensure that children who most needed SNA support could access it. This will continue for 2025/26 school year. I want to assure you that the department and the NCSE, through all of our policy and guidance such as resource allocations, take a child centred focus and approach to ensure that all children in our schools with special education care needs are provided with a supportive environment and the resources needed to help them develop and be prepared for life after school.
The NCSE has confirmed they will be engaging with stakeholders to clarify any issues raised.
62. Deputy Pat Buckley asked the Minister for Education and Youth the reason the National Council for Special Education has issued substantially altered SNA review guidance ahead of the release of the new circular with increased demands on schools and a tight timeframe at the start of the school year; and if she will make a statement on the matter. [52171/25]
Amharc ar fhreagraThis 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.
SNAs play a central role in the successful inclusion of students with additional and significant care needs in schools by helping to ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
My department has been steadily building on the number of special needs assistants (SNAs) in our education system. There are now over 23,000 SNAs allocated to schools. working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential. This is the highest number ever.
The NCSE issues guidance each year to schools regarding SNA reviews and the guidance for 2025/26 school year issued on the 12th September 2025.
It is important to clarify some of the issues raised since publication of the guidelines.
The process for allocating SNAs has been in place since 2014 and is not changing this year. There has been no freeze on SNAs, in fact the number of SNAs in our schools has increased by 43% in the last 5 years alone.
Schools were issued with their allocations for the 2025/26 school year in June and the SNA review window from 15 September to 24 October relates to schools who believe they do not have sufficient SNAs to support their care needs at present.
A school can apply to the NCSE at any time during the school year, as in previous years, for a review where emerging or new care needs arise. An emerging care need for example would be changing care needs in their existing student enrolment, newly identified care need or a new enrolment(s) with care needs.
The NCSE has written to all schools since the publication of the guidelines to clarify that a school can request a review during the school year and not just in the review period set out in the guidelines.
The following are the reasons for the timeline of reviews contained in the guidance:
• Supports the earlier announcement of allocations for the 2026/27 school year to align with the release of the annual staffing schedule.
• Management bodies, staff representative bodies, schools and SNA’s have all requested the department to ensure that SNA allocations issue earlier each year and ideally should align with the general staffing allocation in February each year.
• Supports the SNA workforce by giving them early clarity on their roles.
• Facilitates the SNA Redeployment Scheme.
The role and responsibilities for SNAs has also not changed. SNAs remain responsible for meeting primary care needs for students with special educational needs.
New special classes continue to be supported with additional SNAs each time a new class opens – this has not changed. The NCSE guidelines set out the number of SNAs per each category of special class and there is no change to those baseline allocations.
Any school who has concerns about the level of their SNA allocation should contact their local special education needs organiser. This has always been the case and remains today.
The NCSE assesses the level of need within the school as a whole and this is critical to ensure that the care needs of the entire school are identified and that the school is resourced to meet this identified need. There continues to be separate allocations for mainstream and special classes in individual schools.
When the NCSE completes the SNA review and if additional SNA support is identified as being required it will be provided. This has always been the case.
The NCSE carried out a record number of reviews in 2025 to ensure that children who most needed SNA support could access it. This will continue for 2025/26 school year.
I want to assure you that the Department and the NCSE, through all of our policy and guidance such as resource allocations, take a child centred focus and approach to ensure that all children in our schools with special education care needs are provided with a supportive environment and the resources needed to help them develop and be prepared for life after school.
The NCSE have confirmed they will be engaging with stakeholders to clarify any issues raised.
63. Deputy Pat Buckley asked the Minister for Education and Youth in view of the 2025/2026 SNA Review Guidelines, regarding behaviours of concern (details supplied), if the emphasis in the new guidance on complex mental health needs, is meant to deny the right level of support to children and young people with severe communication or social emotional mental health needs; if so, who this will benefit; and if she will make a statement on the matter. [52172/25]
Amharc ar fhreagraThis 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.
SNAs play a central role in the successful inclusion of students with additional and significant care needs in schools by helping to ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
My department has been steadily building on the number of special needs assistants (SNAs) in our education system. There are now over 23,000 SNAs allocated to schools. working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential. This is the highest number ever.
The NCSE issues guidance each year to schools regarding SNA reviews and the guidance for 2025/26 school year issued on the 12th September 2025.
It is important to clarify some of the issues raised since publication of the guidelines.
The process for allocating SNAs has been in place since 2014 and is not changing this year. There has been no freeze on SNAs, in fact the number of SNAs in our schools has increased by 43% in the last 5 years alone.
Schools were issued with their allocations for the 2025/26 school year in June and the SNA review window from 15 September to 24 October relates to schools who believe they do not have sufficient SNAs to support their care needs at present.
A school can apply to the NCSE at any time during the school year, as in previous years, for a review where emerging or new care needs arise. An emerging care need for example would be changing care needs in their existing student enrolment, newly identified care need or a new enrolment(s) with care needs.
The NCSE has written to all schools since the publication of the guidelines to clarify that a school can request a review during the school year and not just in the review period set out in the guidelines.
The following are the reasons for the timeline of reviews contained in the guidance:
• Supports the earlier announcement of allocations for the 2026/27 school year to align with the release of the annual staffing schedule.
• Management bodies, staff representative bodies, schools and SNA’s have all requested the department to ensure that SNA allocations issue earlier each year and ideally should align with the general staffing allocation in February each year.
• Supports the SNA workforce by giving them early clarity on their roles.
• Facilitates the SNA Redeployment Scheme.
The role and responsibilities for SNAs has also not changed. SNAs remain responsible for meeting primary care needs for students with special educational needs.
New special classes continue to be supported with additional SNAs each time a new class opens – this has not changed. The NCSE guidelines set out the number of SNAs per each category of special class and there is no change to those baseline allocations.
Any school who has concerns about the level of their SNA allocation should contact their local special education needs organiser. This has always been the case and remains today.
The NCSE assesses the level of need within the school as a whole and this is critical to ensure that the care needs of the entire school are identified and that the school is resourced to meet this identified need. There continues to be separate allocations for mainstream and special classes in individual schools.
When the NCSE completes the SNA review and if additional SNA support is identified as being required it will be provided. This has always been the case.
The NCSE carried out a record number of reviews in 2025 to ensure that children who most needed SNA support could access it. This will continue for 2025/26 school year.
I want to assure you that the Department and the NCSE, through all of our policy and guidance such as resource allocations, take a child centred focus and approach to ensure that all children in our schools with special education care needs are provided with a supportive environment and the resources needed to help them develop and be prepared for life after school.
The NCSE have confirmed they will be engaging with stakeholders to clarify any issues raised.
64. Deputy Niamh Smyth asked the Minister for Education and Youth if she will review the case of a PME student (details supplied) who completed all required course work and school placements in 2024, but whose formal award was not issued until early 2025; if such cases can be deemed eligible for the PME refund scheme for 2024, given that the requirements were fully completed within that year; and if she will make a statement on the matter. [52215/25]
Amharc ar fhreagraThis 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.
A range of measures have been introduced to support schools in their recruitment efforts. One such measure is the PME Fee Refund Scheme. The Department published Circular 0069/2024 Professional Master of Education (PME) Fee Refund Scheme in September 2024.
This circular provides the eligibility criteria and application process for the scheme. The circular also states that applicants must be newly qualified teachers that have successfully completed a PME programme in 2024 calendar year. The completion of the course work in itself does not satisfy the requirement that applicants have successfully completed their PME programme.
As part of the verification process, the Department confirmed with the Teaching Council those applicants who graduated with a PME qualification in 2024.
Over 1,800 applications were received, approximately 78% of these met the eligibility criteria. My Department continues to process applications and expects to have payments processed for eligible applications in the coming weeks.
My Department has been in contact with the above-named student and I can confirm that their application is currently being reviewed.
A number of other measures have also been introduced including a STEM bursary, expansion of upskilling programmes, flexible substitution measures, continued promotion of the profession and workforce planning for teachers and SNAs is under way.
These measures are designed to ensure a steady flow of qualified teachers into the profession and reflect the commitment to ongoing investment in the education system to address teacher supply.
I will continue to consider further measures to strengthen the teaching workforce and ensure that schools have the support needed to provide an excellent education for every student.
65. Deputy Pearse Doherty asked the Minister for Education and Youth when a response will issue to correspondence regarding an application for special needs school transport for a child (details supplied) in County Donegal; and if she will make a statement on the matter. [52217/25]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Under the current terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
The purpose of the School Transport Scheme for children with Special Educational Needs is, having regard to available resources, to support the transport to and from school of children with special educational needs arising from a diagnosed disability.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
Both the Department and Bus Éireann are very conscious of the specialised nature of transport provision for children with special educational needs, under this scheme.
This is reflected in the standard of dedicated service provided and the fact that these services are generally planned and timetabled to operate on a door-to-door basis. In certain cases, the Department also provides funding to schools for the employment of escorts to accompany children whose care and safety needs require this level of support while they travel to and from school.
Given the concerns regarding welfare of children with special educational needs, it is not always practical to make these services available to children who are capable of travelling on standard mainstream school transport services as to do so might diminish the level of care and safety that the Department and Bus Eireann wish to provide for these vulnerable children.
Children who are attending mainstream schools may apply for school transport in accordance with the terms of the Department’s School Transport Schemes for Primary Schools.
Two of the siblings referred to by the Deputy are eligible under the terms of the above scheme and I am pleased to advise that they are being accommodated on a dedicated service for children with special educational needs. However, the third sibling is not eligible under the terms of the scheme and cannot be accommodated on the special educational needs service.
66. Deputy Seán Crowe asked the Minister for Education and Youth to examine the case of a school (details supplied) who lost a teacher due to student numbers in 2024 and risk doing so again in 2026, if the current rules on student numbers to teacher places are applied; if she agrees that this runs contrary to government commitments to reduce the pupil teacher ratio and target large class sizes; her views that larger, multi-grade classrooms are not the most appropriate scenario for pupils; and if she will make a statement on the matter. [52277/25]
Amharc ar fhreagraThe 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 school referred to by the Deputy had its staffing reduced by one teacher in the current school year due to a drop in enrolments, whereby the school had 23 less pupils than the previous year.
Under the Programme for Government there is a commitment to aim to reduce the general pupil teacher ratio at primary level to 19:1 over the term of government and introduce targeted measures in schools with very large classes.
This will build on the progress which has been made by the previous Government. The general average of pupils to teachers in the Primary Staffing Schedule improved from 26 : 1 five years ago to 23 : 1 for the current school year, the lowest ever ratio at primary level. More favourable ratios are implemented for DEIS Urban Band 1 schools. Average class sizes in primary schools have improved from 24.1 to 22.2 through the investment we are making in schools.
I am considering how best to make further progress as part of the annual budgetary process in reducing the primary pupil teacher ratio in the context of Programme for Government implementation.
67. Deputy Eoin Hayes asked the Minister for Education and Youth for an update regarding the Gaelcholáiste for Dublin south city; and if she will make a statement on the matter. [52286/25]
Amharc ar fhreagraMy Department is fully supportive and remains committed to the opening of a Gaelcholáiste for Dublin south city. The proposal by the Edmund Rice Schools Trust (ERST) for Synge Street CBS to transition to a co-educational Gaelcholáiste is a welcome addition to the variety and diversity of school choice at post-primary level in the Dublin south city area. It will also meet the growing demand for a co-educational Gaelcholáiste in that area.
My Department is working with ERST to ensure the successful transition of the school to a co-educational Gaelcholáiste on a phased basis. The first phase of this transition, which will involve the 1st Year intake only, will take place in September 2026. Officials from my department recently visited the school and have assessed the possible accommodation requirements of the school, as it progresses to becoming a Gaelcholáiste.
The above work involves consultation with staff and school management and consideration of the practical steps required for the school community with respect to providing teaching and learning through the medium of Irish. Provision is also being made for those students currently learning through English and those who are preparing for State examinations.
Currently some of the school teaching staff are upskilling and there has been recruitment of Irish speaking teachers. A Príomhiode Tánaisteach has been appointed and this will also help drive the transition process forward. Finally, a school information night was held very recently to inform attendees about the 1st year intake in 2026 and the general progress being made with the Gaelcholáiste.
68. Deputy Mark Wall asked the Minister for Education and Youth if she or the NCSE are currently carrying out a review of SNA allocations; the reason for the review; and the timeframes involved; and if she will make a statement on the matter. [52294/25]
Amharc ar fhreagraThis 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.
SNAs play a central role in the successful inclusion of students with additional and significant care needs in schools by helping to ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
My department has been steadily building on the number of special needs assistants (SNAs) in our education system. There are now over 23,000 SNAs allocated to schools. working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential. This is the highest number ever.
The NCSE issues guidance each year to schools regarding SNA reviews and the guidance for 2025/26 school year issued on the 12th September 2025.
It is important to clarify some of the issues raised since publication of the guidelines.
The process for allocating SNAs has been in place since 2014 and is not changing this year. There has been no freeze on SNAs, in fact the number of SNAs in our schools has increased by 43% in the last 5 years alone.
Schools were issued with their allocations for the 2025/26 school year in June and the SNA review window from 15 September to 24 October relates to schools who believe they do not have sufficient SNAs to support their care needs at present.
A school can apply to the NCSE at any time during the school year, as in previous years, for a review where emerging or new care needs arise. An emerging care need for example would be changing care needs in their existing student enrolment, newly identified care need or a new enrolment(s) with care needs.
The NCSE has written to all schools since the publication of the guidelines to clarify that a school can request a review during the school year and not just in the review period set out in the guidelines.
The following are the reasons for the timeline of reviews contained in the guidance:
• Supports the earlier announcement of allocations for the 2026/27 school year to align with the release of the annual staffing schedule.
• Management bodies, staff representative bodies, schools and SNA’s have all requested the department to ensure that SNA allocations issue earlier each year and ideally should align with the general staffing allocation in February each year.
• Supports the SNA workforce by giving them early clarity on their roles.
• Facilitates the SNA Redeployment Scheme.
The role and responsibilities for SNAs has also not changed. SNAs remain responsible for meeting primary care needs for students with special educational needs.
New special classes continue to be supported with additional SNAs each time a new class opens – this has not changed. The NCSE guidelines set out the number of SNAs per each category of special class and there is no change to those baseline allocations.
Any school who has concerns about the level of their SNA allocation should contact their local special education needs organiser. This has always been the case and remains today.
The NCSE assesses the level of need within the school as a whole and this is critical to ensure that the care needs of the entire school are identified and that the school is resourced to meet this identified need. There continues to be separate allocations for mainstream and special classes in individual schools.
When the NCSE completes the SNA review and if additional SNA support is identified as being required it will be provided. This has always been the case.
The NCSE carried out a record number of reviews in 2025 to ensure that children who most needed SNA support could access it. This will continue for 2025/26 school year.
I want to assure you that the Department and the NCSE, through all of our policy and guidance such as resource allocations, take a child centred focus and approach to ensure that all children in our schools with special education care needs are provided with a supportive environment and the resources needed to help them develop and be prepared for life after school.
The NCSE have confirmed they will be engaging with stakeholders to clarify any issues raised.
69. Deputy Carol Nolan asked the Minister for Education and Youth her view on the Constitutional guarantee that parents shall be primary educators of their children; to elaborate on how her Department is working to vindicate that right; the reason she made no mention of parents in her comments launching a new education consultation process in July 2025; and if she will make a statement on the matter. [52318/25]
Amharc ar fhreagraThe Constitution acknowledges the family as the primary and natural educator of the child and sets out the rights and duties of the State in the matter of education. The Constitution makes explicit that the State does not oblige parents to send their children to any particular type of school. Parents are free to provide education in their homes, in private schools, or in schools recognised or established by the State.
In line with the provisions of Section 14(1) of the Education (Welfare) Act, 2000, Tusla’s Alternative Education Assessment and Registration Service (AEARS), under the remit of my department, is responsible for the regulation of the provision of education for children in places other than in a recognised school, including children who are home schooled or who are enrolled in a non-recognised independent school. This is to ensure that such children receive a certain minimum education.
Parents who wish to educate their child in a place other than a recognised school, including in their home, are required to make an application to AEARS to have their child included on the Section 14 Statutory Register. AEARS will then make an assessment of the educational provision to determine if the child is eligible to be placed on the Section 14 statutory register. Assessments are carried out by an authorised person in line with the ‘Guidelines on the Assessment of Education in Places other than a Recognised School’, issued by my department.
I announced my intention to hold a National Convention on Education, bringing together all stakeholders in education, including parents, last July. This represents a once-in-a-generation opportunity for parents, as well as children, young people, educators and wider society to help shape Ireland’s education system for decades to come. Parents and guardians will form one of the groups who make up the Convention. Parents and guardians will also have the opportunity to have their say as part of the national conversation, the output of which will inform the Convention's agenda. My officials are currently progressing the planning for the Convention and national conversation.
Under the Constitution, the provisions of article 44 recognise the rights of children to attend school without attending religious instruction at that school. Furthermore, the provisions of Section 30(2) (e) of the Education Act 1998 provide that a school shall not require a student to attend instruction in any subject which is contrary to the conscience of the parent/guardian of the student or in the case of a student who has reached the age of 18 years, the student. It is expected that this right will be upheld by schools on foot of a parental request.
The Education (Admission to Schools) Act 2018 includes a specific provision which requires schools to include in their enrolment policies details of the school’s arrangements in respect of students where requests have been made to attend school without attending religious instruction.
Parents have a right to request that their child opt out of any subject which is contrary to their conscience, in accordance with Section 30 of the Education Act.
Parents are a critical stakeholder in our education system. Parents views contribute across a wide range of policy and other developments.
The National Parents Council is a national representative body for parents of children in primary and post-primary education and plays an important role as a channel of communication between parents and my department. My department provides annual funding to the National Parents Council to support this work and its work to support parents’ associations in schools. My department also provides annual funding to the National Parents Council to provide anti-bullying training for parents.
My department is progressing the Charter Bill through the Houses of the Oireachtas. The aim of the Charter Bill is to improve the level of engagement between all members of the school community by inviting feedback, comment and observation from the school community and by further developing a listening culture in schools. One of the key concepts of the Bill is the need for a school to consult with students and their parents on individual school plans, policies and activities. The Bill will also provide for national complaints procedures for parents and students.
70. Deputy Carol Nolan asked the Minister for Education and Youth to clarify the statement contained in the forward to the ‘Aistear’ curriculum published in December 2024 that "babies, toddlers and young children around the country" had "offered their views and insights" on the development of the curriculum; to state the number of babies that contributed to this process; how the opinions of these babies on the draft curriculum were canvassed and compiled; to summarise the views expressed by these babies on the draft curriculum; and if she will make a statement on the matter. [52322/25]
Amharc ar fhreagraAistear: the Early Childhood Curriculum Framework was updated by the National Council for Curriculum and Assessment (NCCA) on behalf of my Department, following extensive research, consultation, and deliberation. The Department worked collaboratively with the NCCA and the Department of Children, Disability and Equality on the development and enactment of Aistear. The update of Aistear was informed by a literature review (French and McKenna, 2022: ncca.ie/media/5915/literature-review-to-support-the-updating-of-aistear-the-early-childhood-curriculum-framework-jan-2023.pdf ) on the Themes of Aistear which include Wellbeing, Identity and Belonging, Communicating and Exploring and Thinking. The information which the Deputy has sought is publicly available in the Phase 1 Consultation Report (NCCA, 2022: ncca.ie/media/6091/consultationreport_phase1_ua_en.pdf ) and Phase 2 Consultation Report (NCCA, 2024: ncca.ie/media/nkmbnj0o/phase-2-updating-aistear-consultation-report.pdf).
71. Deputy Thomas Gould asked the Minister for Education and Youth for an update on the expansion of a school (details supplied). [52331/25]
Amharc ar fhreagraI can confirm that my department is in receipt of an application for funding under the Additional Schools Accommodation (ASA) scheme from the school in question.
The purpose of the 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.
In general, demographics have been falling at primary level and are due to continue to decrease. Therefore, my department considers it prudent to maximise the use of existing spare accommodation capacity at primary level in the first instance, before considering any applications for further accommodation needs. This is in line with public spending requirements.
I can advise the Deputy that a site visit to the school was undertaken, and the resulting technical report confirmed that the school site is at maximum capacity. Any provision of additional accommodation to the school in question will necessitate the consideration of purchase of additional land adjacent to the school.
In July the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth 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.
My department is now preparing an NDP implementation plan which is due for publication later in the Autumn. This plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
The application from the school in question will be considered in this context and the school authorities will be contacted with a decision as soon as possible.
