Written Answers Nos. 334-353
334. Deputy Mark Ward asked the Minister for Education and Youth her plans to allow people who are contracted by Bus Éireann to drive buses for children with additional needs to continue to do so after they reach 70 years-of-age; her views on the current policy; the engagement her Department has had with Bus Éireann on this matter; and if she will make a statement on the matter. [65498/25]
Amharc ar fhreagraThe School Transport Scheme is a substantial national operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The retirement age for school bus drivers has been set by Bus Éireann at 70 years of age, which also applies to all Bus Éireann road passenger services.
The policy and criteria also apply to drivers nominated by private operators who operate services as part of the School Transport Scheme, provided they hold the requisite license and satisfy an annual medical examination until they retire at age 70.
Under the new Programme for Government, a commitment has been made to "Carry out an independent assessment on the feasibility of removing the exclusion of drivers aged over 70 from the School Transport Scheme".
There is ongoing engagement between the Department and Bus Éireann to advance this commitment as quickly as possible, while also being cognisant of available evidence regarding any safety risks in the context of any change in policy.
335. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth further to Parliamentary Question No. 708 of 4 November 2025, when a decision will issue in regard to the Dormant Accounts Action Plan 2026 in view of correspondence received from a group (details supplied); and if she will make a statement on the matter. [65571/25]
Amharc ar fhreagraAs previously advised the WALK programme is currently engaging with and delivering their existing Peer Ability programme in 11 schools based in Louth, Dublin, Westmeath, Cavan, and Cork.
The programme is funded through the Dormant Accounts Fund. An application under the DAF 26 has been submitted to the Department of Rural and Community Development and the Gaeltacht who operate the Dormant Accounts Fund to continue this pilot in 2026. My Department awaits a decision on the application.
336. Deputy Claire Kerrane asked the Minister for Education and Youth to provide an update on talks ongoing following the end of strike action by school secretaries and caretakers; and if she will make a statement on the matter. [66038/25]
Amharc ar fhreagraRecognising the vitally important role of secretaries and caretakers within school communities, Department officials have been working intensively with stakeholders, with the Workplace Relations Commission (WRC) and with the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation, to establish a platform for meaningful discussion and resolution.
I believe that all parties have a responsibility to make sure that these talks succeed and that both sides must come together with an open mind without preconditions or pre-conceived ideas of a final outcome.
My department remains committed and ready to engage with Forsa to reach a resolution to this important matter which has been referred to the Labour Court. All discussions between parties remain confidential, therefore it is not appropriate to make any further comment until such time as this process concludes.
337. Deputy Tom Brabazon asked the Minister for Education and Youth for an update on a new ASD class at a school (details supplied); the reason for any delays; and when the class will be open. [65131/25]
Amharc ar fhreagraThe school to which the deputy refers to was granted capital funding for the provision of two Special Educational Needs Classrooms under the Department’s SEN Reconfiguration and Modular Accommodation programme.
The programme involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects.
Rogerson Reddan (RR) has been appointed from my Department’s Framework, to design and tender the project at the school in question. This is a collaborative process between the Project Manager, School Authority and the Department.
Works have commenced on site and is targeted for completion in early Q2 2026.
The Department is fully aware of the urgency in respect of this accommodation and will be working closely with the Project Managers and School Authority to keep it updated on overall project delivery and timelines.
338. Deputy Ciarán Ahern asked the Minister for Education and Youth if she is aware that a school (details supplied) has been forced to drop science as a mandatory subject for first year students due to a shortage of teachers; and if she will make a statement on the matter. [65138/25]
Amharc ar fhreagraThis Government is fully 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.
The recruitment and appointment of teachers is managed by individual school authorities, of which there are over 3,700. While most teaching positions are filled, some schools face significant recruitment challenges. Payroll data from March 2025 shows the number of unfilled teaching posts remains low. Analysis of the teacher payroll shows 3.1% (1,228 posts) of primary allocations and 1.8% of allocations (621 posts) in post-primary were unutilised. This relatively low vacancy rate suggests that the vast majority of schools are well-staffed and able to meet the needs of their students.
Officials of my Department are aware that following a review of the subjects offered by the school referred to in the Deputy’s question, science is no longer compulsory for first year students. My Department has been informed that that all those first year students who expressed an interest in studying science were provided with an opportunity to study the subject. Science remains available as an option to incoming students.
My Department has introduced a range of measures to address teacher supply including in specific subject areas. Earlier this year, a measure was announced to enable teachers gain permanent roles more quickly and more recently regulations were approved to allow teachers who qualified overseas to undertake their induction in the State.
Measures have been introduced to enhance the recruitment of STEM teachers including in science subjects. In recent budgets a STEM bursary to increase the number of STEM teachers available to post-primary schools, and an expansion of upskilling programmes have been introduced. Both measures include science subjects.
Restrictions on jobsharers and those on a career break from working as substitutes in schools have been eased. Under the Teaching Hours Extension Scheme post-primary teachers can provide up to 35 additional hours of substitute cover per term including in science. All these substitution measures have been extended to the current school year.
The profession is attractive, with strong demand for teacher education programmes, over 3,600 newly qualified teachers registered with the Teaching Council and over 127,000 teachers on the Teaching Council register in 2025. Salaries are competitive, starting at €44,879 (primary) and €46,448 (post-primary) and rising to €85,000 under the current pay deal.
Around 6% of first-choice CAO applications from 2017–2024 were for teaching, showing steady demand. In 2025, first preferences rose by 9% for primary and 5% for post-primary teaching. 85% of newly appointed primary teachers in 2024/25 are on full-time, mostly fixed-term contracts. Over 75% of new post-primary teachers are employed full-time. 93% of teachers with 5+ years’ experience hold permanent full-time or pro-rata contracts.
My Department frequently consults and engages closely with stakeholders on teacher supply issues through industrial relations forums, sectoral meetings, and direct discussions. Further measures to strengthen the teaching workforce will be considered to ensure that schools have the support needed to provide an excellent education for every student.
339. Deputy Darren O'Rourke asked the Minister for Education and Youth the number of children who are involved in the school enrolment pilot scheme who have not been offered a school place, to date in 2025. [65146/25]
Amharc ar fhreagraThe Apply to School pilot was introduced to simplify and improve the admissions process for post-primary schools in five pilot areas. This new system provides families, for the first time, with a single online application and introduces synchronised, streamlined timelines for schools to manage admissions, issue offers, and update a central database to record accepted places.
I wish to advise the Deputy that schools continue to operate in line with the Education (Admission to Schools) Act 2018 and their own Admissions Policies. Under this process, some applicants may receive more than one offer, while others may not receive an offer until later in the process. The centralised system helps identify duplicate acceptances and supports families in achieving certainty on school places earlier.
As part of this process, a second round of offers will be issued on 4 December. This ensures that any places that become available after the first round are allocated fairly and that every child is considered.
I want to reassure parents that there are sufficient first-year places in each pilot area for local children seeking a place. The Department will closely monitor the outcomes of the admissions process to ensure that all local children are accommodated and to identify any required solutions if necessary. The Apply to School pilot will provide early clarity and robust data to support this commitment.
I can assure the Deputy department officials will continue to work in consultation with stakeholders to develop an evidence-informed, tested, equitable solution for a nationwide Common Application System and to deliver this in an incremental way that ensures the admissions process safeguards the best interest of children.
340. Deputy Darren O'Rourke asked the Minister for Education and Youth if a school (details supplied) has any remaining space for students who have not received an offer under the new school enrolment pilot scheme; and if she will ensure that children who need a place will be offered one in Q1 2026. [65147/25]
Amharc ar fhreagraThe Apply to School pilot was introduced to simplify and improve the admissions process for post-primary schools in five pilot areas. This new system provides families, for the first time, with a single online application and introduces synchronised, streamlined timelines for schools to manage admissions, issue offers, and update a central database to record accepted places.
I wish to advise the Deputy that schools continue to operate in line with the Education (Admission to Schools) Act 2018 and their own Admissions Policies. Under this process, some applicants may receive more than one offer, while others may not receive an offer until later in the process. The centralised system helps identify duplicate acceptances and supports families in achieving certainty on school places earlier.
As part of this process, a second round of offers will be issued on 4 December. This ensures that any places that become available after the first round are allocated fairly and that every child is considered.
I want to reassure parents that there are sufficient first-year places in each pilot area for local children seeking a place. The Department will closely monitor the outcomes of the admissions process to ensure that all local children are accommodated and to identify any required solutions if necessary. The Apply to School pilot will provide early clarity and robust data to support this commitment.
I can assure the Deputy department officials will continue to work in consultation with stakeholders to develop an evidence-informed, tested, equitable solution for a nationwide Common Application System and to deliver this in an incremental way that ensures the admissions process safeguards the best interest of children.
341. Deputy Shane Moynihan asked the Minister for Education and Youth the current number of secondary school places, for the Lucan school planning area, by school, in tabular form; and if she will make a statement on the matter. [65183/25]
Amharc ar fhreagraI wish to advise the Deputy that the availability of places is a matter for each individual school in the context of their Admissions legislation. Enrolment data for previous school years is available on the Department website. Enrolment data for the 2024/25 school year is available on the Departments website at www.gov.ie.
There are 8 secondary schools in the Lucan school planning area. As per my department's analysis of the Lucan school planning area for the 2024/25 academic year, there were more first year places available than 6th class children and 3.84% of first year places were unfilled.
I can assure the Deputy that my department will continue to keep the school place requirements in Lucan school planning area, as with other areas across the country, under review.
342. Deputy Shane Moynihan asked the Minister for Education and Youth the projected number of secondary school places for 2030, for the Lucan school planning area, by school, in tabular form; and if she will make a statement on the matter. [65184/25]
Amharc ar fhreagra343. Deputy Shane Moynihan asked the Minister for Education and Youth the projected number of secondary school places for 2035, for the Lucan school planning area, by school, in tabular form; and if she will make a statement on the matter. [65185/25]
Amharc ar fhreagraI propose to take Questions Nos. 342 and 343 together.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure must be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
The Lucan School Planning Area includes two Strategic Development Zones (SDZs) at Adamstown and Clonburris. A significant number of new residential units have been developed in these areas and many more are planned. There is an associated demand for school places with the development of new houses. However, due to the reduction in birth rates and family sizes, the school place demand per house has reduced in recent years. Similarly, the demand for school places in the older residential areas in Lucan has reduced significantly. As a consequence and despite the completion of a significant number of new houses the enrolment numbers in the 17 primary schools peaked in 2022 and has reduced in recent years. While the demand for post primary school places are continuing to rise, it is projected to peak in the coming years. As it stands, if no more houses were to be delivered in Lucan the demand for places in the existing 8 post primary schools in 2030 would be 5-10% lower than current levels.
These demand figures will be heavily influenced by the number of new houses delivered and when they are completed.
Therefore, to ensure alignment of school provision with the rollout of additional residential development, the department, through the various consultation phases of the Statutory Plan process, liaises with South Dublin County Council in respect of their County Development Plan, all associated variations, Local Area Plans and Masterplans with a view to identifying any medium to potential long-term school place and accommodation requirements across school planning areas and with the purpose of ensuring that there is an adequate amount of appropriately zoned and suitably located sites for future school place provision, which are in line with objectives as identified in the National Planning Framework. The recently announced revised housing targets will see an intensification of the Statutory Plan process for the foreseeable future. The specific detail on the amount of proposed additional residential developments and the proposed rate of delivery is awaited and this will inform the timing of additional school requirements beyond 2030. My department officials, who have consistently engaged in this process throughout 2025, will continue to do so going forward into 2026 and beyond.
All Government departments are expected to publish their sectoral NDP Implementation Plans in November. My department’s 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.
344. Deputy Ged Nash asked the Minister for Education and Youth if she is aware of a school’s (details supplied) difficulties in securing an increase in its SNA allocation; the progress on this issue; the reason for the delay; and if she will make a statement on the matter. [65187/25]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. As the matter raised relates to a NCSE process. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply.
Deputies are also welcome to raise such matters with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.
345. Deputy John Lahart asked the Minister for Education and Youth is she aware of a spike in reported stress issues for post-primary school children, in terms of examination anxiety and so on; the way in which this is being addressed and the plans she has; and if she will make a statement on the matter. [65189/25]
Amharc ar fhreagraThe Department acknowledges that the months leading up to, and during the State Certificate examinations, can be a difficult time for students. My department is addressing these stresses both through the curriculum as well as the enhanced wellbeing supports available in our post-primary schools.
Through the curriculum the Deputy will be aware Classroom-Based Assessments (CBAs) are a component of assessment introduced under the Junior Cycle Framework (2015). They are designed to spread assessment activity over the second and third years of Junior Cycle to increase the interest, engagement and motivation of students and to reduce the emphasis on a final examination that ‘counts for everything’. They are meant to reflect what students would be learning and doing in everyday classrooms – speaking in languages, investigating in science, doing project work in business, producing artefacts in practical subjects etc. They are designed to be closely associated with, and to mirror, everyday normal classroom learning and assessment activity, even if they take place over particular timeframes.
Efforts have been made to prevent overassessment and to reduce workload. Schools are advised of the need to consider the cumulative burden on students and teachers of multiple assessments across the full range of subjects. For example, as laid out in the most recent Junior Cycle implementation circular, CL 28/2023, schools are advised that CBAs will substitute for other assessments currently undertaken in the school such as in-house examinations. This can be accessed online at assets.gov.ie/static/documents/5f9befcf-00282023-.pdf. Further reading for this can be found in the accompanying Information Note TC 0004/2025, published in May for the 2025/2026 school year, which can be viewed on assets.gov.ie/static/documents/Junior_Cycle_Information_Note_May_2025.pdf. The Department has also issued advice to schools to assist them in the scheduling of CBAs: assets.gov.ie/static/documents/advice-in-relation-to-scheduling-of-classroom-based-assessments-in-junior-cycle.pdf. This document provides guidance in areas such as linking CBAs to ongoing assessment and routine classroom practice, and how to avoid over assessment
My Department is continuing to implement an ambitious programme of Senior Cycle Redevelopment that delivers “equity and excellence for all”.
Under the Redevelopment programme, the specifications for all current Leaving Certificate curricular subjects are scheduled to be redeveloped by 2029.
Each new and revised Leaving Certificate subject will incorporate an Additional Assessment Component (AAC) worth at least 40% of the overall available marks. These will be externally assessed by the State Examinations Commission.
The introduction of additional assessment components other than traditional examinations in each subject will enable the assessment load experienced by Senior Cycle students to be spread more evenly, with a reduced emphasis on the final examinations in June of Sixth Year.
This will contribute to alleviating one of the key sources of stress cited by students and parents in their Senior Cycle experience.
9 new and revised specifications were introduced into the national curriculum in September, with current fifth years studying these subjects in classrooms today.
Additionally, The Department of Education and Youth’s approach to supporting wellbeing and mental health is set out in its Wellbeing Policy Statement and Framework for Practice, published since 2018. The 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 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.
Policy implementation responsibility is coordinated by the Department’s Wellbeing Office which is situated within the National Educational Psychological Service (NEPS).
A dedicated wellbeing portal can be accessed via ‘Wellbeing in Education’ on gov.ie bringing together all the wellbeing and mental health supports and resources that have been developed by the Department and the Department’s support services. There is a dedicated page on the portal where students, parents and school staff can access wellbeing advice related to exam stress www.gov.ie/en/department-of-education/publications/wellbeing-support-for-exam-students-parents-and-school-staff/.
The Department of Education National Educational Psychological Service (NEPS) provides a school-based, consultative, psychological service through the provision of an individual casework service for students and a support and development service for school staff. The NEPS Support and Development service for school staff helps them build their capability to respond to the wellbeing, academic, social and emotional needs of all students, and particularly those who are experiencing barriers to their wellbeing, learning, inclusion and participation.
At post primary level, 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. NEPS provides support to post primary schools in the setting up or review of Student Support Teams.
Also at post primary level, counselling is a key part of the role of the Guidance Counsellor, offered on an individual or group basis as part of a developmental learning process, at moments of personal crisis but also at key transition points.
Neart – the Irish word for strength - is a first of its kind collaboration, being delivered in a partnership model between NEPS and Jigsaw - The National Centre for Youth Mental Health that runs until the end of the 2026-2027 academic year designed to complement with additional supports existing systems and structures for wellbeing and mental health in post-primary schools. Information is available at jigsaw.ie/neart/.
The Department of Health leads on mental health policy in Ireland. They have responsibility for the provision of counselling services in Ireland, and through HSE Primary Care Psychology and Child and Adolescent Mental Health Services (CAMHS) provides clinical support to children and young people with mental health needs. In addition, the HSE and its funded providers, provide e-mental health services that offer online text and telephone supports to people seeking mental health information and advice.
These include services provided by the Samaritans, Pieta House, MyMind, Turn2Me, Aware, Crisis Text Ireland, Shine, BeLongTo, LGBT Ireland, Jigsaw, Spunout, Bodywhys and Childline.
346. Deputy John Lahart asked the Minister for Education and Youth her plans for a survey on parents of post-primary school students in view of the survey of primary school parents; and if she will make a statement on the matter. [65190/25]
Amharc ar fhreagraOn 4 November, my department announced the launch of an online, school-specific survey of parents and guardians, and primary school communities in line with the department’s Education Plan 2025 which commits to seeking to increase choice for parents by ensuring that families can access both multi/non-denominational and faith-based education.
The survey is for:
• Parents and guardians of children who have not yet started primary school
• Parents and guardians of children currently attending primary school
• Primary school staff and Board of Management members.
This is the first time that a national survey of this scale is being undertaken. Parents and guardians of children who are either in, or have yet to start primary school, are being asked their preference on important aspects of school provision and choice in respect of the school that their children attend now or will attend in the future.
This is the first survey of its type and involves significant logistical arrangements. The learnings from the process can be useful in respect of any future survey requirement.
Nationally, at post-primary level, 48.6% of students are enrolled in multi-denominational or inter-denominational schools, 47.8% are enrolled in schools with a Catholic ethos and 2.9% are enrolled in schools with a Church of Ireland ethos. (The remaining 0.7% is accounted for by post-primary schools with an ethos other than Catholic, Church of Ireland, inter-denominational or multi-denominational).
347. Deputy Robert Troy asked the Minister for Education and Youth if she will ensure a modular build for a school (details supplied) is expedited. [65202/25]
Amharc ar fhreagraThe school to which the deputy refers to was granted capital funding for the provision of two Special Educational Needs Classrooms under my Department’s SEN Reconfiguration and Modular Accommodation programme.
The programme involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects.
KSN has been appointed from my Department’s Framework, to design and tender the project at the school in question. This is a collaborative process between the Project Manager, School Authority and my Department.
I am pleased to advise the project is progressing very well and the accommodation is targeted to be completed in Q1 2026.
The Department is fully aware of the urgency in respect of this accommodation and will be working closely with the Project Managers and School Authority to keep it updated on overall project delivery and timelines.
348. Deputy Noel McCarthy asked the Minister for Education and Youth for an update on proposed building works at a school (details supplied); when works will progress to the next stage; and if she will make a statement on the matter. [65204/25]
Amharc ar fhreagraThe project referred to by the Deputy has been devolved to the Catholic Education an Irish Schools Trust (CEIST).
The project brief provides for a 600 pupil post primary school plus 3 Special Education Needs (SEN) classrooms.
In Quarter 1 2025, a Stage 1 meeting took place, and further information was requested to be submitted by the Design Team. This has been received and is currently undergoing review by the Department.
While at this early stage it is not possible to provide a timeline for completion of this project, CEIST will continue to engage directly with the school authorities to keep them fully informed of progress on this important project.
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. It is planned that circa 80 school building projects will progress to construction across 2026 and 2027 as part of a 2-year rolling programme.
All Government Departments are expected to publish their sectoral NDP Implementation Plans in November. My Department’s 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.
349. Deputy Robert Troy asked the Minister for Education and Youth the funding avenues available through her Department to support a primary school in installing an astro-turf playing pitch on existing lands; and the timeframe for applications on any suitable funding streams. [65207/25]
Amharc ar fhreagraInvestment and expenditure on sports facilities in both primary and post-primary schools is an element of the overall expenditure and investment in the School Building Programme. Practically all schools have outdoor play areas and many schools use adjacent local community facilities. The provision of outdoor play areas form part of the accommodation brief for all new school buildings or where a major building or refurbishment project is being delivered for an existing school. Co-operation between schools and local sporting organisations in sharing their sporting facilities provides opportunities to apply for sports grants including the Sports Capital Grant administered by the Department of Culture, Communications and Sport. The provision of capital funding for outdoor recreation facilities is just one way in which we support increased physical activity. The redeveloped primary curriculum specification for physical education extends the time available for PE with a particular emphasis on community partnerships and the use of the outdoor environment generally.
Since 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,300 school building projects. 111 of these were large scale school projects all of which would have included extensive accommodation including outdoor play areas. 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. All Government departments are expected to publish their sectoral NDP Implementation Plans in November. My department’s 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. Funding will also be invested to support curricular delivery and well-being across schools by prioritising the development of Physical Education halls and sporting facilities (including yards and play areas) for schools in conjunction with the Sports Capital Fund to deliver for both schools and communities.
My Department's Climate Action Summer Works Scheme provides a mechanism for school authorities to make small-scale improvements to school buildings and also the schools external areas such as outdoor play areas. The first tranche of approvals under this Scheme is due to be announced shortly. Schools can also use their minor works grant to upgrade outdoor play areas while repairs to existing areas may be considered under the department’s Emergency Works Scheme.
350. Deputy Matt Carthy asked the Minister for Education and Youth if she will approve the urgent development of either a new build, or as an immediate measure prefabricated accommodation for a school (details supplied), considering the severe pressure on the school at present; and if she will make a statement on the matter. [65208/25]
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 application was received in September 2025 and sought accommodation in the form of a Music room, Textiles room, Design and Computer Graphics room, Multimedia room and a Science lab and Prep area.
The purpose of my department’s ASA scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or by available accommodation at other schools in the area.
I am pleased to inform the Deputy that the school in question was approved a traditional build project for a Home economics room, an Engineering room and prep area, and a Construction studies prep area, and this project is currently at stage 2b. In addition, the school was approved two modular Mainstream classrooms in 2023, and this project is now complete.
I can advise the Deputy that the school also submitted an application under the ASA scheme in February 2025 for special class accommodation and a replacement mainstream classroom. The school had requested that this accommodation be added to their traditional build project however given the delays this would have entailed the school agreed to allow its stage 2b project proceed and to have its accommodation needs reviewed at a later stage. The school was advised, as an interim measure, that they could apply for funding to reconfigure current accommodation for a special class.
The school’s applications for additional accommodation are currently being considered and the school will be contacted directly once a decision has been made. I can only seek to assure you that we will advance this matter as quickly as possible and that we are very conscious that where additional accommodation is required, a significant lead-in time is necessary for a variety of reasons.
351. Deputy Mark Wall asked the Minister for Education and Youth the status of a school transport query from a person in Kildare (details supplied). [65221/25]
Amharc ar fhreagraOfficials from the School Transport Section of my Department are looking into the matter raised by the Deputy and are currently engaging with Bus Éireann and will reply directly to the Deputy as soon as the information is available.
352. Deputy Eoghan Kenny asked the Minister for Education and Youth if the case of a person (details supplied) will be reviewed; if additional places for mild learning disability classes will be accommodated; and if she will make a statement on the matter. [65233/25]
Amharc ar fhreagraThe 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.
The NCSE has advised my department that the local special educational needs organiser (SENO) is working closely with the family of the student referred to by the Deputy regarding options for school placements for the coming school year.
The NCSE is currently collating the data and information received by 1 October through the parents notify process and are engaging with schools regarding where specialist provision is best placed for the 2026/27 school year.
This information is critical when examining where provision needs to be placed to meet demand. This earlier date in October coincides with when schools begin enrolment processes so affords parents the opportunity to enrol in existing classes. Many mainstream schools, particularly at post-primary level commence admissions processes for the following school year on 1 October annually.
The NCSE is also working on sanctioning the majority of new special classes for the 2026/27 school year by 31 December 2025. This is four months earlier than last year and will bring clarity and certainty for both parents and schools as to where new classes will be located.
The NCSE continue to assess what additional provision is required in local areas and what schools have capacity to accommodate required provision. As the NCSE progress the sanctioning of new special classes over the coming weeks they will advise parents in turn on the location of new special classes for the 2026/27 school year.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for sudents with special educational needs.
353. Deputy Eoghan Kenny asked the Minister for Education and Youth if her Department has given or will give consideration to the inclusion of Romanian language classes and exams in the Leaving Certificate curriculum, given it is currently only available as a non-curricular subject; and if she will make a statement on the matter. [65234/25]
Amharc ar fhreagraLanguages Connect – Ireland’s Strategy for Foreign Languages in Education 2017-2026 www.gov.ie/en/publication/52f94d-framework-for-consultation-on-a-foreign-languages-in-education-strat/ aims to increase and diversify the range of languages taught and learned. As set out in the accompanying Implementation Plan which was informed by a lengthy and detailed consultation process, four new leaving certificate curricular languages were introduced from September 2020 – Lithuanian, Mandarin Chinese, Polish and Portuguese. These new languages were examined for the first time in summer 2022.
The Department of Education and Youth welcomes the efforts of the Romanian government and communities in Ireland to support the maintenance of the Romanian language and acknowledges that where the home language is supported there are better academic outcomes, positive identity, the development of intercultural skills, more opportunities for the future, and children stay connected with their heritage and families, all of which are recognised as important for the well-being of children.
Romanian is included as a non-curricular Leaving Certificate examination in accordance with Article 149 of the Treaty of Nice which states that “Community action shall be aimed at developing the European dimension in education, particularly through the teaching and dissemination of the languages of the Member States."
|
Romanian |
2017 |
2018 |
2019 |
2020 |
2021 |
2022 |
2023 |
2024 |
2025 |
|
Senior Cycle |
193 |
267 |
340 |
237 |
325 |
379 |
367 |
421 |
417 |
*Non-Curricular Romanian Leaving Certificate Examination Sits (SEC)
The model for the non-curricular language examination papers is based on the First Foreign Language final written paper of the European Baccalaureate.
A follow on to the Languages Connect Strategy will be developed with work commencing in 2026.
Introduction of new Leaving Certificate subjects under Senior Cycle Redevelopment
Under the Senior Cycle Redevelopment Programme, announced in March 2022, two new Leaving Certificate subjects, Drama, Film and Theatre Studies (DFTS), and Climate Action and Sustainable Development (CASD) have been introduced a number of selected Phase One schools from September 2025.
The curricula for all existing Leaving Certificate subjects and modules are also being revised in five annual tranches from 2025-2029 There is currently no plan to introduce Romanian (or any other new language subject) as a curricular subject into Senior Cycle under the redevelopment programme.
Ukrainian was introduced as a non-curricular examinable Leaving Certificate language (the same status as Romanian) from summer 2025 and 549 students received a grade.
The actual development of a new or revised subject specification takes around two years; with associated Teacher Professional Learning (TPL) to commence in the academic year prior to teaching and learning commencing in schools. This means that the total time required to introduce a subject from the time its development commences until it is taught in schools is a minimum of three years.
In determining the new subjects to be introduced under the redevelopment programme, a number of relevant factors were taken into account. These included consideration of:
• subjects that were suggested by students, teachers and others during the NCCA’s Senior Cycle Review, which ran from 2016-2020
• anticipated level of interest
• capacity to develop and deliver new subjects in addition to the revision of existing curricula
• providing greater choice for students to better reflect their range of interests and support the development of a wider range of talents and skills. In this regard the extensive range of language subjects already provided on both a curricular and non-curricular basis was a specific dimension to the consideration. In addition to Irish and English, the current language provision amounts to 14 curricular languages and 15 non-curricular languages, representing 34% of all curricular subjects and 52% of examinable subjects overall.
Foreign Languages at Primary level
• A new Primary Languages Curriculum (PLC) was published in September 2025 for introduction in primary schools on a phased basis from September 2026. The new PLC includes Modern Foreign Languages as part of the primary curriculum for the first time.
• Schools will be able to select the language used in the context of their resources and demographic. The curriculum will incrementally build on children’s existing knowledge and awareness of language in 3rd and 4th class progressing to a language competence model in 5th and 6th class.
• Language upskilling for primary teachers is currently underway.
• In advance of implementation of the new PLC, ‘Say Yes to Languages’ a language sampler module for primary schools is being facilitated by Post Primary Languages Ireland (PPLI) on behalf of the Department. Over 1,300 primary schools right across the country are participating in this ten-week module selecting 12 languages in 2025/26 including Romanian in two schools.
• PPLI have provided training to the participating teachers and tutors. They have also provided the schools with a range of exciting and engaging resources which are also available on-line on the languages connect website. languagesconnect.ie/primary/ Four schools implemented Say Yes to Languages using Romanian in 2024/25.
• There are a range of Romanian resources for all levels available on the PPLI website here: Romanian - PPLI ppli.ie/languages-and-resources/romanian/.
Current supports for the Romanian language
Post Primary Languages Ireland (PPLI) supports the provision of Romanian language classes to encourage more students to maintain and develop literacy in their home or heritage language, by means of financial support to schools to recruit a teacher of Romanian where a critical mass of Romanian-speaking students attends. In 2024/25, funding was provided to three post-primary schools in Dublin, enabling them to deliver classes to over 150 students, as well as to acquire relevant materials. These classes supported students in their preparation for the non-curricular Romanian Leaving Certificate examination.
PPLI also provide support classes in Dublin on Saturdays with students of Romanian heritage taking the non-curricular language. 132 students were enrolled in these classes for the academic year 2024/25 and 111 in 2025/26.
PPLI are also working on the development of resources to support the teaching and learning of Romanian. In 2023 PPLI devised a Romanian language mat and Romanian Z-fold for use in the classroom to encourage communication in the target language. PPLI have also published a TY Beginners’ Module for Romanian.
A toolkit for acquiring foreign language books was developed as a collaboration between PPLI, Dublin City Libraries and Cabra Library and is now available to library branches nationwide. A foreign language category was introduced in the MS Readathon. A School Library Home Languages Funding Scheme facilitated by PPLI has provided 1385 schools (937 primary and 448 post-primary) with reimbursement for acquired materials in 80 different languages. Over 800 book titles in 27 languages have been provided to the JCSP Digital Library. All of the aforementioned include books and resources in the Romanian language.
