Written Answers Nos. 425-443
425. Deputy Barry Heneghan asked the Minister for Education and Youth the number of personnel employed across all State agencies who support special education in post primary schools (details supplied); the total annual expenditure associated with these roles, in tabular form; and if she will make a statement on the matter. [71387/25]
Amharc ar fhreagraThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
In 2026, over €3 billion will be spent supporting students with special educational needs. It will ensure that specialist capacity continues to grow by providing 3,000 specialist places. The majority of these places will be available in special classes within mainstream schools.
It will increase our special educational posts by 860 special education teacher and over 1,700 special needs assistant (SNA) posts. This will mean we will have almost 46,000 professionals dedicated to supporting students with special educational needs in our schools. This is one of the highest annual increases in posts to date and is a firm reminder of this government’s commitment to supporting students with special educational needs. Salary scales for school staff are available via my Department's website on www.gov.ie.
Budget 2026 has also afforded a number of new initiatives such as funding for the roll out of the Education Therapy Service (ETS), the introduction of extra special education teaching hours for post-primary schools to support coordination and transition efforts and indeed a special school package to support the unique challenges these schools face.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
426. Deputy Barry Heneghan asked the Minister for Education and Youth if her Department collects centralised comparative data on levels of student need across post primary schools; if so, if she will provide these data in tabular form; and if not, the rationale for requiring schools to determine need in the absence of national benchmarks given delays for professional assessments; and if she will make a statement on the matter. [71398/25]
Amharc ar fhreagraThe department does not hold centralised comparative data on the level of individual student needs.
Such data is maintained at individual school level and detailed within the individual student support file held by the school.
The Continuum of Support is the framework developed by NEPS for schools to identify, plan and provide support for children and young people who experience difficulties with their learning.
The National Educational Psychological Service (NEPS) supports schools in implementing the Continuum of Support framework with each school taking responsibility for initial assessment, educational planning and supports for children and young people with special educational needs.
Under this model, a child or young person does not require a psychological assessment diagnosis in order to access additional support at school.
This Continuum of Support framework recognises that special educational needs occur along a continuum, ranging from mild to more significant, and from transient to enduring. It recognises that children require different levels of support depending on their identified educational needs, and that needs may change over time.
Using this framework helps to ensure flexible and timely allocation of supports, so that those children with the greatest level of need have access to the greatest level of support.
427. Deputy Barry Heneghan asked the Minister for Education and Youth the estimated number of administrative hours that schools spend each year on reasonable accommodations in the certificate examinations applications and assistive technology applications; if she will provide these estimates in tabular form; if she will consider introducing a high trust model similar to the Irish Exemption system to streamline this workload; and if she will make a statement on the matter. [71399/25]
Amharc ar fhreagraWhile there is no specific estimate available of the number of hours spent by each school on applications for either RACE or assistive technology, both the SEC and my Department are reviewing respective processes currently.
In relation to the RACE scheme, the SEC, directed by the Board of Commissioners, is leading a comprehensive system wide review of the Scheme which will seek to address relevant issues and take account of best practice internationally. Work is underway as part of the Review to review the RACE application process with a view to moving applications online, reducing the administrative burden on schools and resulting in a more streamlined decision-making process.
The RACE scheme is school-based, and applications are made through schools on behalf of students. Schools also undertake the testing required to support the application. Applications for reasonable accommodations are considered in line with the published Framework of Principles and can only be approved in accordance with the principles and requirements of the scheme which are set out in RACE Instructions for Schools.
In line with established practice, all Junior Cycle and Leaving Certificate RACE applications are subject to quality assurance. The focus of the quality assurance process continues to be assisting schools to comply with the demands of the RACE scheme. In the event that problems are identified, the SEC assisted by the National Educational Psychologist Service (NEPS) provides schools with guidance and advice as to how they should improve their RACE application process.
NEPS also provides advice to the SEC on the eligibility criteria and the testing arrangements required to assess eligibility for RACE supports on grounds of learning difficulty. There is no longer any need to undertake tests of general cognitive ability for the purposes of the RACE scheme as there is no requirement to distinguish between specific and general learning difficulties.
In relation to assistive technology, the Assistive Technology Scheme supplements the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children who require essential specialist equipment in order to access the school curriculum.
I can confirm to the Deputy that my Department is currently finalising a review of this scheme to ensure it is effectively supporting the children it is intended to serve, and that resources are being allocated as efficiently as possible.
There has been widespread consultation in relation to the scheme, and the consensus from stakeholders was that the application system needs to be quicker and easier and that all of the children who need assistive technology to access the curriculum should receive it.
In addition, the application process is being streamlined so that children can get the equipment in the shortest time possible. This will be a simpler process for schools by way of a new portal for schools to submit applications. This portal is currently under development and is intended to be rolled out as soon as possible.
The review will be finalised early in 2026, and in advance of this, I'm pleased to say that I have secured additional funding for this scheme in Budget 2026 to recognise the growing need for assistive technology in our schools.
428. Deputy Barry Heneghan asked the Minister for Education and Youth the number of teachers currently working in special education teaching roles hold a recognised qualification in special education; if she will provide this information in tabular form; if the Department plans to expand conversion or upskilling routes; the training is provided to external professionals who work with schools; and if she will make a statement on the matter. [71400/25]
Amharc ar fhreagraThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
Providing inclusive education to children with special educational needs is a fundamental principle of the education system. This principle is observed through Department policies, Teaching Council requirements for initial teacher education, curriculum provision and the range of supports provided to schools by the National Council for Special Education (NCSE) and Oide. Schools are supported through building the capacity of teachers to deliver an inclusive education system.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016. As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher.
Central to Initial Teacher Education policy in Ireland is that all teachers teaching children with Special Educational Needs (SEN) should be qualified Primary or Post-primary teachers in the first instance.
Inclusive education is a mandatory element of initial teacher education (ITE) programmes. Within further updated standards which the Teaching Council adopted in 2020, known as Céim Standards for Initial Teacher Education, inclusive education was further strengthened as one of seven core elements which must underpin all aspects of programmes of ITE.
Furthermore, the department has initiated a process to move towards a mandatory assessed placement period in a special education needs setting for all student teachers. As part of this, it is envisaged the Teaching Council, on behalf of the department, has conducted a survey across all Initial Teacher Education (ITE) providers to gain a deeper understanding of the current landscape of school placement provision in special education settings. This will support the consideration of the Teaching Council in the development and approval of a Guidance Note for Higher Education Institutions, around an assessed student placement period in a SEN setting, working with a view to supporting initial change in September 2026.
Additionally, funded by the Department, Oide works with teachers and school leaders to provide ongoing support and professional development, which promotes inclusive practices.
The Department funds over 300 places on postgraduate professional development programmes in collaboration with HEI nationally.
The Department provides a suite of professional development programmes developed and delivered by NEPS in supporting children and young people with special educational needs.
The NCSE provides supports to teachers and schools in a way that builds capacity, supports the inclusion of all children, including students with special educational needs, at a whole school level. The NCSE Support Service manages, co-ordinates and develops a range of supports in response to identified teacher training needs. This included Teacher Professional Learning (TPL). The NCSE continues to update current TPL courses and design new courses in response to the needs of teachers.
The Department does not maintain records regarding the additional qualifications of qualified teachers however, my department is committed to ensuring that all teachers, at primary and post-primary level, have the skills they need to support the diverse needs of all our children and young people in our schools. It is critical that our teachers are equipped with the knowledge and skills needed to continue to deliver high quality and inclusive education.
429. Deputy Barry Heneghan asked the Minister for Education and Youth if consideration has been given to redeploying elements of the Inspectorate to provide in school training and collaborative planning support rather than focusing primarily on compliance based inspection; and if she will make a statement on the matter. [71426/25]
Amharc ar fhreagraConsideration has not been given to redeploying elements of the Inspectorate to provide in-school training and collaborative planning support. Oide is the Department-funded body with a specific remit to provide professional learning for teachers and school leaders. The Inspectorate has a statutory evaluative, advisory and capacity-building functions in schools, Early Learning and Care (ELC) settings and centres for education. The Inspectorate’s programme of evaluation is not focused primarily on compliance-based inspections. As set out in its published Inspection Policy (2025), the Inspectorate is committed to carrying out a balanced approach to regulation, quality improvement and provision of policy advice at school and system levels. It provides an evaluative account of the work of education settings and schools, affirming good practice and promoting improvement. The Inspectorate and Oide work closely to support improvement in the quality of education provision at both school and system levels.
430. Deputy Barry Heneghan asked the Minister for Education and Youth the data sharing arrangements that exist for students identified through the continuum of support who are also on assessment of need or child and adolescent mental health services waiting lists; if a shared national system is planned; and if she will make a statement on the matter. [71429/25]
Amharc ar fhreagraThe Assessment of Need (AON) is a statutory process under the Disability Act (2005) whereby the Health Service Executive (HSE) reports on the health and education needs of a child/young person. The provision of Guidelines, including any data sharing arrangements for the assessment of needs process is a matter for the Department of Children, Equality, Disability, Integration and Youth and the HSE.
It is Department policy, in accordance with the principles of inclusive education, that, to the greatest extent possible, students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
The Continuum of Support is the framework developed by NEPS for schools to identify, plan and provide support for children and young people who experience difficulties with their learning. The National Educational Psychological Service (NEPS) supports schools in implementing the Continuum of Support framework with each school taking responsibility for initial assessment, educational planning and supports for children and young people with special educational needs. Under this model, a child or young person does not require a psychological assessment diagnosis in order to access additional support at school. This Continuum of Support framework recognises that special educational needs occur along a continuum, ranging from mild to more significant, and from transient to enduring. It recognises that children require different levels of support depending on their identified educational needs, and that needs may change over time. Using this framework helps to ensure flexible and timely allocation of supports, so that those children with the greatest level of need have access to the greatest level of support.
Primary and post-primary schools make provision for students with special educational needs (SEN) through a continuum of interventions ranging from additional support teaching in mainstream schools through to more specialist placements either in a special class or a special school depending on the level of complexity of need. Schools are required to target their additional resources at those students requiring the greatest level of support. Children/young people do not require a psychological assessment or a diagnosis in order to access additional support at school.
Schools are provided with the resources, through the special education teacher allocation model, to assist them in meeting the needs of their students. It is a matter for schools to monitor and utilise their allocation of additional teaching support to best support the needs of identified students, in accordance with the Department's guidance. Guidelines for schools on the organisation, deployment and use of their special education teachers have been published on the Department’s website, at - gov.ie - SET Guidelines and supporting documentation to aid schools in supporting Children/Young people with Special Education Needs.
It is important to note that since 2017 children and young people in mainstream classes have not required a specific diagnosis to access mainstream supports from the 15,000 special education teachers in our school system. In addition, the Department has removed the requirement for any health-based information to support transitions from a primary to a post-primary special class and/or for additional SNA requirements.
The AON process as it applies to schools and as outlined in DEY Circular 0069/2025 will remain in place. For clarity, there is no change to the AON process as it applies in schools.
431. Deputy Catherine Ardagh asked the Minister for Education and Youth the measures being taken to address the shortage of secondary school places for students with autism in Dublin 12; and if she will make a statement on the matter. [71448/25]
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.
Through the accelerated provision of additional special class and special school places over recent years, there are now over 30,000 students enrolled in special classes and special schools. 2,700 new places were created for the 2025/26 school year and these, together with the over 1,200 existing places due to students moving on from primary schools and post-primary schools, has meant that close to 4,000 specialist places were made available for the 2025/26 school year.
407 new special classes were sanctioned for the 2025/26 school year. Of these 103 are in County Dublin, 81 at primary and 22 at post-primary level. This brings to 705 the number of special classes currently in operation in the county.
There are also 40 special schools in County Dublin with approximately 2,643 students enrolled. Two of the five new special schools for the 2025/26 school year have opened in Lucan and Belmayne also.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October 2022, my department wrote to all post-primary schools requesting that each school begin planning to provide for up to four special classes to meet the needs of students progressing from primary school. Last year my department issued a circular to all schools setting out new measures to support the forward planning of special education provision. Included in this circular was a reminder of the need for post-primary schools to continue planning for this level of provision.
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. It is expected that many of these special classes will be sanctioned by 31 December 2025.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
432. Deputy Naoise Ó Muirí asked the Minister for Education and Youth the level of engagement her Department has had with special schools in relation to the Education Therapy Service recruitment campaign run by the HCSE; and if she will make a statement on the matter. [71494/25]
Amharc ar fhreagra433. Deputy Naoise Ó Muirí asked the Minister for Education and Youth the special schools in Mayo which will be supported under the current Education Therapy Service recruitment campaign; the levels of supports from OT, and speech and language therapists; and if she will make a statement on the matter. [71496/25]
Amharc ar fhreagraI propose to take Questions Nos. 432 and 433 together.
In line with the programme for government, the Education Therapy Service (ETS) has been established as an additional support for children and young people in their school environment. It is not a replacement for existing children’s services from which provision will continue. It will commence in specials schools and rollout in time to special classes and mainstream school.
It is anticipated that the service will commence in 45 special schools at a later stage in the 2025/26 school year. Further roll out of the service will occur on a phased basis with a wider roll-out in special schools commencing in the 2026/27 school year.
The selection process to identify schools for inclusion in the initial phase is ongoing and being informed by engagement with our colleagues in the HSE and the National Council of Special Education (NCSE). It is anticipated that school selection for the initial phase will be complete early in 2026 to ensure that selected schools have the opportunity to engage with the ETS prior to therapist assignment.
The recruitment campaign for therapists to the new ETS, launched on the 28th November, campaign will initially see 90 occupational therapists and speech and language therapists consisting of staff and senior grades join their therapy team. As this is a national service which will grow and expand to include all schools, it is envisioned that there will be rolling recruitment campaign commencing in 2026 covering all counties to meet the therapy needs of the children in the school system. It is envisioned that further recruitment campaigns will also include additional therapy grades including therapy managers, clinical specialists and therapy assistants.
Engagement with stakeholders across the health and education sectors, professional bodies and advocacy groups representing families, and parents is ongoing and will continue, through a number of focus groups and working groups focusing on the design and delivery of the ETS. This vital feedback will continue to inform service development and ensure alignment with existing children’s services, aiming to provide a comprehensive service for children in their school environments.
In addition, the NCSE have been developing an education -based therapy support service known as the previously as the Education Therapy Supports Service (ETSS), which will now be subsumed into the ETS. This service provides two strands of support to all schools: Sustained In-School Therapy and Regional Therapy Supports.
Sustained in-school support (SIT) is provided to schools for a defined period of 18-24 months in line with the School Inclusion Model. 22 schools in the Eastern region and 28 schools in the Western region are receiving support under SIT in the 2025/2026 school year.
Regional therapy support provides Teacher Professional Learning (TPL) with follow on/implementation support by NCSE therapists. The focus of this support is to build the capacity of schools and to embed the learning from TPL into their teaching practice, through In-school coaching and co-facilitation of interventions, strategies and resources. Regional Therapy Supports are available nationally for the 2025/2026 school year.
My Department and the National Council for Special Education (NCSE) are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
434. Deputy Paul Lawless asked the Minister for Education and Youth the reason the NCSE has restricted the application window for SNA review requests between 15 September to 24 October; whether she will commit to allowing applications throughout the school year to reflect emerging needs beyond such small windows of opportunity; and if she will make a statement on the matter. [71501/25]
Amharc ar fhreagra435. Deputy Paul Lawless asked the Minister for Education and Youth the rationale for unifying SNA allocations across mainstream and special classes; the measures which are in place to ensure autism class resources are not diluted or redeployed to the detriment of children with higher levels of need; and if she will make a statement on the matter. [71506/25]
Amharc ar fhreagra437. Deputy Paul Lawless asked the Minister for Education and Youth the way in which schools are expected to provide evidence implementation of the Relate document within the six-week review window, given the absence of adequate training and preparation; whether additional time and resources will be provided; and if she will make a statement on the matter. [71503/25]
Amharc ar fhreagra438. Deputy Paul Lawless asked the Minister for Education and Youth whether she will provide assurances that no child currently receiving SNA support will lose that support due to the new NCSE guidelines; and if a robust and accessible appeals process will be guaranteed; and if she will make a statement on the matter. [71504/25]
Amharc ar fhreagraI propose to take Questions Nos. 434, 435, 437 and 438 together.
The NCSE Guidelines for the Review of SNA Allocations 2025/26 issued to schools on the 12 September 2025. In response to concerns raised the NCSE subsequently published the Clarification Document to be read in accompaniment with NCSE SNA Guidelines .
The process for allocating SNAs has been in place since 2014 and has not changed this year. SNA allocations for the 2025/26 school year were notified to schools in June 2025.
The NCSE continues to respond to increased demand for SNA support as is reflected growing SNA workforce which now numbers more than 23,000, an increase of 43% in the last 5 years alone.
The timeline for SNA reviews contained in the guidance meets the following strategic objectives:
• Supports the earlier announcement of SNA allocations for the 2026/27 school year to align with the release of the annual staffing schedule.
• Stakeholder feedback from school management bodies, staff representative bodies, schools and SNA’s requests that the department ensures that SNA allocations issue earlier preferably to align with the general staffing allocation in February.
• Supports the SNA workforce by giving them early clarity on their tenure in schools.
• Facilitates the SNA Redeployment Scheme.
The NCSE has written to all schools since the publication of the guidelines to clarify that a school can request a review at any time during the school year and not just in the review period set out in the guidelines. Any school who has concerns about their SNA allocation should contact their local special education needs organiser in the first instance.
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.
436. Deputy Paul Lawless asked the Minister for Education and Youth the reason behavioural care needs have been excluded from the definition of complex needs and level 3 care needs; whether she will review this definition in consultation with practitioners and parents; and if she will make a statement on the matter. [71502/25]
Amharc ar fhreagraThe NCSE Guidelines for the Review of SNA Allocations 2025/26 issued to schools on the 12 September 2025. In response to concerns raised the NCSE subsequently published the Clarification Document to be read in accompaniment with NCSE SNA Guidelines .
The process for allocating SNAs has been in place since 2014 and has not changed this year. SNA allocations for the 2025/26 school year were notified to schools in June 2025. The NCSE continues to respond to increased demand for SNA support as is reflected growing SNA workforce which now numbers more than 23,000, an increase of 43% in the last 5 years alone.
The NCSE has written to all schools since the publication of the guidelines to clarify that a school can request a review at any time during the school year.
Circular 0030/2014 outlines that provision of SNA support should not be considered as a first response for the management of behaviour. SNA support should only be provided where behavioural management strategies have not been successful to date and where it is demonstrated how access to such support can assist with ongoing planning and intervention for the child. Schools are required to show evidence of the use of a variety of approaches to behaviour in all applications to the NCSE.
As has always been the case any school who has concerns about the level of their SNA allocation should contact their local special education needs organiser. 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.
I want to assure you that the department and the NCSE, take a child centred approach to policy and resource allocations with a view to ensuring that all children can attend and participate in school life.
439. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if she will address the specific points regarding the opening of an autism class raised in correspondence (details supplied); and if she will make a statement on the matter. [71520/25]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for children with special educational needs.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.
This notification process will provide the NCSE with critical information on children who continue to need a special class as they progress to post-primary level as well as details on students who require a place for the first time. The NCSE is undertaking analysis of information provided through the Parents Notify process to plot demand for special class places for the 2026/27 school year. The NCSE will also consider vacant places in existing special classes and places that will become available through the regular transition of children from primary for post-primary schools. Once this analysis is completed the NCSE will be equipped to engage with schools to open new special classes in relevant areas. It is expected that these special classes will be sanctioned in the coming weeks.
The NCSE report a very significant level of engagement and contact from families before 1 October. They further advise that the majority of children and young people coming to them through the Parent’s Notify process are already enrolled in school and are being supported by existing special education teachers and special needs assistants.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
440. Deputy Shane Moynihan asked the Minister for Education and Youth the status of the community contribution refund that is due to a school (details supplied); and if she will make a statement on the matter. [71544/25]
Amharc ar fhreagraThe Chief State Solicitor’s Office (CSSO), acting on behalf of my department, is currently engaging with the school's patron in relation to the lease between the school patron and my department. Once the lease has been signed and registered, my department will be in a position to reimburse any funds due to the school.
441. Deputy Michael Cahill asked the Minister for Education and Youth to urgently review a decision in respect of a school in County Kerry, (details supplied); and if she will make a statement on the matter. [71565/25]
Amharc ar fhreagra442. Deputy Michael Cahill asked the Minister for Education and Youth to urgently review a decision in respect of a school in County Kerry, (details supplied); and if she will make a statement on the matter. [71567/25]
Amharc ar fhreagraI propose to take Questions Nos. 441 and 442 together.
The purpose of the Climate Action Summer Works Scheme (CASWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis that, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The CASWS operates on a multi-annual basis across a number of categories of works.
It is envisaged that approvals in any given year will involve a spread of categories rather than the traditional single category at a time. This is aimed at managing market capacity and maximising value for money opportunities for school authorities.
The CASWS will operate on a multi-annual basis. In November 2025, my colleague the former Minister of Education and Youth, Helen McEntee TD, announced the first tranche of approvals under the new Climate Action Summer Works Scheme. 297 projects were approved to proceed and involve primary, post primary and special schools, along with projects in all counties and across all categories of works.
My Department can confirm an application was received from the school in question however the school was not on the list of approvals in the first tranche. Given that funding is limited in any particular year it is necessary to prioritise applications. Under the new climate action summer works scheme which operates on a multi annual basis, like previous summer works schemes, applications from schools that are not reached for funding or market prioritisation reasons in 2026 will qualify to be assessed for purposes of the funding available for climate action summer works in subsequent years.
It is anticipated that the next tranche of approvals will be in the latter half of 2026.
Full details of the of the announcement and the list of schools approved in the first tranche, the Circular (0029/2025) for the scheme and guidance documents for schools can be found at the below link;
gov.ie Summer Works Scheme
443. Deputy Donna McGettigan asked the Minister for Education and Youth the ratio of male to female teachers in primary and secondary schools respectively; the measures he will introduce to increase the number of males training to become primary and secondary school teachers; and if he will make a statement on the matter. [71569/25]
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.
An analysis of teacher payroll data, as of March 2025, shows there are 79,225 teachers employed in our schools across the country with 43,221 at primary level including special schools and 36,004 in post-primary schools
The ratio of female to male teachers in primary and post-primary schools (excluding ETBs) in the 2024/25 school year was 6:1 and 2:1 respectively.
The Department produces and publishes a range of data on teachers including the gender of teachers appointed. The data may be found on the Teacher Statistics section to the Department's website, using this link <https://www.gov.ie/en/department-of-education/publications/teacher-statistics/>
In addition, the Department recently published 3 reports on teacher supply including data on an analysis of the Teaching Council register, a survey of substitutes and a survey of teacher unmet demand in post-primary schools.
The Department provides a range of measures to address teacher supply. The Department announced new measures in 2025 including assisting teachers gain permanent roles more quickly and approving regulations recently to allow teachers who qualified overseas to undertake their induction in the State.
My Department remains committed to supporting a diverse and sustainable teaching workforce and is currently developing a strategic workforce plan for the teaching profession, in partnership with UNESCO and supported by the European Commission’s Technical Support Instrument.
In addition to recently announced measures, the Department 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.
