Thursday, 18 Dec 2025

Written Answers Nos. 459-482

• Díospóireachtaí
• Aimsigh díospóireacht
  • Díospóireachtaí na Dála
  • Díospóireachtaí an tSeanaid
  • Díospóireachtaí Coiste
• Aimsigh vótáil
  • Vótálacha na Dála
  • Vótálacha an tSeanaid
  • Vótálacha Coiste
• Ceisteanna Parlaiminte
  • Ceisteanna scríofa
  • Ceisteanna ó bhéal
• Leideanna cuardaigh
• Nuair a bhíonn tionchar tromchúiseach ag aithrisí

School Staff

Ceisteanna (460)

Niamh Smyth

Ceist:

460. Deputy Niamh Smyth asked the Minister for Education and Youth if she will review the case of a person (details supplied) who has been seeking the correction of her pay scale and recognition of service following a period of career break and study leave; if she will clarify why the appropriate pay scale adjustment has not yet been applied despite the submission of the required documentation and confirmation that the matter was to be corrected; what steps are being taken by her Department to resolve this issue without further delay; and if she will make a statement on the matter. [73512/25]

Freagraí scríofa

Minister for Education and Youth

I wish to inform the deputy that officials in my department have carried out a review of the salary scale point for the teacher referred to and they have corresponded directly with the teacher. Arrears of payment in respect of this review shall issue to her on 31st December 2025.

Separately, the teacher has submitted an application to recognise her teaching service abroad. A decision on the application to recognise the teaching service abroad to progress further up the salary scale is being considered and a decision letter will issue shortly. I wish to apologise for the delay in receiving a decision, there are a huge volume of applications on hand at the moment.

Schools Building Projects

Ceisteanna (461)

Ged Nash

Ceist:

461. Deputy Ged Nash asked the Minister for Education and Youth if she is aware of the extensive population growth on the north side of Drogheda; if her Department has any plans to develop a new second-level school to address the needs of the area or to extend existing secondary schools in the area; and if she will make a statement on the matter. [73533/25]

Freagraí scríofa

Minister for Education and Youth

In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas (SPA) 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 have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.

There is a significant post primary school project, Drogheda Educate Together Secondary School at Stage 2B (Detailed design stage) to deliver a new 1,000 pupil school. Any future shortfall in capacity required to meet the demand for post primary schools can be catered for in the existing post primary schools.

Details of large-scale projects being delivered under the school building programme may be viewed on my department's website at www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.

Based on analysis undertaken, it is deemed that there is not a sufficient unmet demand in the Drogheda SPA to establish a new post primary school.

The pace of delivery of additional residential developments, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of further school requirements across school planning areas.

Schools Building Projects

Ceisteanna (462)

Darren O'Rourke

Ceist:

462. Deputy Darren O'Rourke asked the Minister for Education and Youth the position regarding a school building project at a school (details supplied); to provide an indicative timeline for construction; and if she will make a statement on the matter. [73550/25]

Freagraí scríofa

Minister for Education and Youth

The campus project for the schools referred to by the deputy will include a new 8 classroom primary school and accommodation, including 2 classrooms, for students with special educational needs and a new 1,000 pupil post-primary school and accommodation, including 6 classrooms for students with special educational needs.

The permanent school building project Dunshaughlin CNS & Coláiste Ríoga is part of the Department's Employer Led Design (ELD) programme.

The letter of acceptance (LOA) for the Dunshaughlin campus was issued on the 4th December 2025. which has allowed the contractor to mobilise on site.

Dunshaughlin CNS is currently located in interim accommodation on the Dunshaughlin GAA Site. Coláiste Ríoga is currently located in interim accommodation at the permanent school site. My Department is currently arranging for the provision of additional interim accommodation to meet the schools projected accommodation requirements for the 2026/27 academic year.

My Department will keep the schools and their patron body updated as the project progresses.

Departmental Surveys

Ceisteanna (463)

Darren O'Rourke

Ceist:

463. Deputy Darren O'Rourke asked the Minister for Education and Youth to provide an overview of the primary school survey in terms of numbers of surveys completed, by county and as a percentage of overall eligible population; and if she will make a statement on the matter. [73551/25]

Freagraí scríofa

Minister for Education and Youth

The Primary School Survey asked parents, guardians, school staff and boards of management members their preference about the primary schools in which they work, or in which their children currently attend, or will attend in coming years.

The primary school survey, which was launched on 4 November, closed on Tuesday 16 December.

The survey – the largest of its kind ever undertaken in Ireland – was school specific and, through its results, aims to enable my department to assess demand and preferences for different types of primary school provision including patronage/ethos, co-education or single-sex school provision and language of instruction (English or Irish).

My department recently issued initial figures setting out that 47% of eligible households have completed a survey, with over 230,000 responses at that stage. I will issue updated figures in due course.

I am delighted with the initial response rate from parents and primary school communities, and I sincerely thank all those who took part in the survey. My department is currently validating the survey responses. As part of this validation, the Eircodes are being checked against the department’s Primary Online Database in respect of primary school children and Child Benefit data in respect of younger children to ensure that the responses are from households with primary school children or younger children. My department’s validation process also involves checks for duplicate responses. PINs unique to each school were provided to each primary school for dissemination to all staff and all Board of Management members.

Through the survey, I and my department are seeking clear information on the preferences of parents and guardians about the primary schools which their children currently attend, or will attend in coming years, on a number of important areas of primary school provision. The results of the survey will help my department plan how education is provided at primary level.

This survey is not a final step. Where there is clear support from parents and guardians for change to be considered, a further process of inclusive dialogue will begin.

All responses to the survey will remain confidential and anonymous.

School Transport

Ceisteanna (464)

Brendan Smith

Ceist:

464. Deputy Brendan Smith asked the Minister for Education and Youth if it is proposed to allow persons aged 70 and over, subject to appropriate medical checks, to undertake school transport work; and if she will make a statement on the matter. [73610/25]

Freagraí scríofa

Minister of State at the Department of Education and Youth

The 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.

Question No. 465 answered with Question No. 454.

School Transport

Ceisteanna (466)

Brendan Smith

Ceist:

466. Deputy Brendan Smith asked the Minister for Education and Youth the progress to date on increasing the number of drivers available for school transport work; and if she will make a statement on the matter. [73613/25]

Freagraí scríofa

Minister of State at the Department of Education and Youth

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.

The scheme is a demand led scheme based on the number of eligible children who apply. The scheme is operated using a mix of Bus Éireann owned vehicles and directly recruited drivers, and private contractors who recruit their own drivers to operate on the scheme.

As part of the operation of the scheme, Bus Éireann manages the procurement tender process and contract management arrangements to include services provided by private contractors under the School Transport Scheme.

Over 90% of school bus services are provided by private contractors, each contractor recruits school vehicle drivers directly.

As part of a national focus on driver requirements, the Department facilitated a working group between the Department of Education and Youth, Department of Transport, Bus Éireann, and Education and Training Boards Ireland (ETBI) to increase the availability of drivers within both the school transport scheme and other public transport areas nationally, through existing and potential training schemes.

As a result of work undertaken by the working group, a taskforce was established which is chaired by the Department of Transport. The aim of the taskforce is to work collaboratively to identify contributing factors to the recruitment issues and put forward recommendations and measures to create a pipeline of workers to address these issues.

This taskforce is currently examining all challenges and opportunities to ensure a fully resourced transport workforce, such as drivers, mechanics, and craftworkers. All factors impacting issues such as recruitment, training and retention will be considered as a part of the taskforce’s work programme.

Bus Éireann has actively sought to recruit more contractors and drivers for the School Transport Scheme. A national and local media campaign was launched earlier this year to attract professional drivers. Further information can be found at: www.buseireann.ie/contractors

Departmental Funding

Ceisteanna (467, 468)

Cathal Crowe

Ceist:

467. Deputy Cathal Crowe asked the Minister for Education and Youth the initiatives her Department has in place in relation to the prevention of drug addiction in young people [73673/25]

Cathal Crowe

Ceist:

468. Deputy Cathal Crowe asked the Minister for Education and Youth the funding her Department has allocated to drug addiction prevention initiatives for each of the years 2020, 2021, 2022, 2023, 2024 and 2025, in tabular form. [73674/25]

Freagraí scríofa

Minister for Education and Youth

I propose to take Questions Nos. 467 and 468 together.

My Department currently provides funding to five drug prevention initiatives; Blanchardstown Early School Leavers, Familibase, Limerick Youth Service - Community Drug Education and Prevention Project, Matt Talbot Adolescent Services and Crinan Youth Project. Three of these initiatives are co-funded by other government departments and agencies, where my Department is not the principal funder.

In addition, my Department also provides funding towards an Education Officer post in the Talbot Centre in Dublin, a drug prevention initiative.

The funding allocated by my Department to these drug prevention initiatives between 2020 and 2025 is outlined in the tables below.

The Deputy might note that the matter of drugs prevention is also addressed within the subject area of Social, Personal and Health Education (SPHE) across primary and post-primary education. Learning outcomes that relate to substance misuse and addiction are included in the health-related strands within the SPHE curriculum.

Drug Prevention Initiative	Funding 2020 €	Funding 2021 €	Funding 2022 €	Funding 2023 €	Funding 2024 €	Funding 2025 €
Crinan Youth Project	55,340	41,505	55,340	55,340	59,316	59,316
Blanchardstown Early School Leavers (BESL)	67,400	67,398	67,400	67,399	76,615	58,376
Familibase	53,277	61,774	69,989	31,319	68,411	76,320
Talbot Centre	27,699	21,999	29,003	23,745	31,000	31,000

The following initiatives are funded by through the Youth Affairs Unit, which transferred to my Department in 2025

Drug Prevention Initiative	2025 €
Matt Talbot Adolescent Services	53,614
Limerick Youth Service - Community Drug Education and Prevention Project	293,402

Question No. 468 answered with Question No. 467.

School Curriculum

Ceisteanna (469)

Cathal Crowe

Ceist:

469. Deputy Cathal Crowe asked the Minister for Education and Youth if drug addiction prevention is covered in the post-primary curriculum; and if so, to outline the main elements of the curriculum which cover such. [73675/25]

Freagraí scríofa

Minister for Education and Youth

My Department works together with the Department of Health and other agencies to support students in the area of health. The aim is to equip students with the skills and knowledge to enable them to make the right choices for healthy lifestyles throughout their lives. In that regard, a very significant reform of the Social, Personal and Health Education (SPHE) curriculum has been undertaken in recent years, following on from a review by the National Council for Curriculum and Assessment (NCCA) across primary and post-primary.

An updated Junior Cycle SPHE specification was published by the NCCA in May 2023 and was rolled out in schools last September. The aim of the SPHE course is to build students’ self-awareness and positive self-worth; to develop the knowledge, understanding, skills, dispositions and values that will support them to lead fulfilling and healthy lives; empower them to create, nurture and maintain respectful and loving relationships with self and others; and enhance their capacity to contribute positively to society.

Some of the learning outcomes of the Junior Cycle SPHE specification include that students should be able to investigate how unhealthy products such as nicotine, vapes, alcohol, and unhealthy food and drinks are marketed and advertised; to discuss societal, cultural and economic influences affecting young people when it comes to making healthy choices about smoking, alcohol and other addictive substances and behaviours, and how harmful influences can be overcome in real-life situations; to discuss the physical, social, emotional and legal consequences of using addictive substances – immediate and long-term; and to consider scenarios where, for example, alcohol, nicotine, drugs, food and electronic devices might be used to cope with unpleasant feelings or stress, and discuss possible healthy ways of coping.

An updated Senior Cycle SPHE specification was introduced in September 2025 for those entering Leaving Certificate Applied, replacing older modules within LCA Social Education. Post-Primary schools have until September 2027 to introduce the specification for other students entering fifth year, to accommodate the necessary planning and preparatory work. Its learning outcomes includes that students should be able to examine social norms, attitudes and beliefs related to alcohol, tobacco/vaping and substance use; to explore the factors that influence mental health and wellbeing, including the influence of family, community, peers, school, social media, digital technology, alcohol and mood-altering drugs, and one’s self-image and identity; and to explain the pathways towards addiction, the signs and consequences of different kinds of addictions and where to go and how to access help, if needed.

Online toolkits are published on curriculumonline.ie where teachers can access SPHE/RSE teaching and learning resources for all levels in primary and post-primary. Teachers can choose from these resources to support them in preparing for and teaching SPHE. My Department has worked closely with the National Council for Curriculum and Assessment (NCCA) and the Health Service Executive (HSE) in the development of these resources.

Special Educational Needs

Ceisteanna (470)

Sean Fleming

Ceist:

470. Deputy Sean Fleming asked the Minister for Education and Youth if a child will be facilitated in a school (details supplied); and if she will make a statement on the matter. [73676/25]

Freagraí scríofa

Minister of State at the Department of Education and Youth

The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.

In order to support the NCSE and forward planning my department published Circular 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.

This year to facilitate earlier sanctioning of classes for the 2026/27 school year, an earlier date of 1 October was set for parents to complete the process. It is expected that many of these special classes will be sanctioned in the coming weeks.

The NCSE is undertaking analysis of information provided through the Parents Notify process which closed on 1 October 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 to 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.

I would like to stress that the NCSE will continue to support all children and young people made known to them after 1 October in their existing placement with appropriate supports. However, it is critical that the NCSE has as much local information as possible, as early as possible, to effectively plan what new provision.

The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

School Staff

Ceisteanna (471)

Cormac Devlin

Ceist:

471. Deputy Cormac Devlin asked the Minister for Education and Youth if she is aware of an issue (details supplied); and if she will make a statement on the matter. [73744/25]

Freagraí scríofa

Minister for Education and Youth

I wish to advise the Deputy that a member of staff from the Non-Teaching Staff payroll was in contact with the staff member who is the subject of this question, we have confirmed that payment of basic pay and all arrears due will be processed on the 01/01/2026 which is the next available pay date.

School Funding

Ceisteanna (472)

David Cullinane

Ceist:

472. Deputy David Cullinane asked the Minister for Education and Youth the total capital and emergency works funding allocated to schools in each county in 2023, 2024 and 2025, in tabular form. [73754/25]

Freagraí scríofa

Minister for Education and Youth

As the Deputy may be aware, the purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.

An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.

The EWS operates on the basis of a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme (SWS) which deals with upgrade works to the school.

With regards to total emergency works funding allocated to schools in each county in 2023, 2024 and 2025 please see below:

EWS Expenditure €m

County	2025	2024	2023
Carlow	.43	.81	.51
Cavan	.83	1.07	1.72
Clare	1.4	2.01	.74
Cork	6.32	7.33	4.87
Donegal	1.92	1.92	1.34
Dublin	19.95	28.88	13.87
Galway	4.38	3.46	2.09
Kerry	1.05	2.79	2.11
Kildare	2.39	3.91	1.35
Kilkenny	1.17	1.4	1.03
Laois	.5	.52	.21
Leitrim	.32	.32	.35
Limerick	4.14	4.63	3.02
Longford	.63	1.42	.69
Louth	1.59	1.25	.59
Mayo	1.85	3.17	1.99
Meath	2.76	2.16	.38
Monaghan	.85	.94	.94
Offaly	2.46	.83	.63
Roscommon	1.14	1.11	.7
Sligo	.64	1.18	.38
Tipperary	3.45	5.16	3.03
Waterford	2.46	2.47	1.49
Westmeath	1.8	1.38	.13
Wexford	1.99	3.93	1.14
Wicklow	3.08	2.33	1.

With regards to total capital funding allocated to schools in each county in 2023, 2024 and 2025 please see below:

DEY Expenditure €m

County	2025	2024	2023
Carlow	12.22	12.78	9.22
Cavan	10.17	13.44	20.83
Clare	33.3	32.89	23.54
Cork	86.92	100.43	190.21
Donegal	42.42	50.17	35.96
Dublin	398.22	341.85	272.33
Galway	50.89	51.25	39.35
Kerry	19.73	38.56	15.04
Kildare	53.28	73.99	60.25
Kilkenny	59.41	91.54	18.13
Laois	37.95	30.28	23.88
Leitrim	8.38	9.31	2.58
Limerick	35.8	61.61	91.36
Longford	3.82	12.67	6.11
Louth	25.2	20.38	28.41
Mayo	23.09	25.49	22.88
Meath	115.38	88.81	98.51
Monaghan	23.46	19.48	20.69
Offaly	34.58	24.05	9.8
Roscommon	16.29	8.31	7.91
Sligo	20.79	12.48	8.95
Tipperary	26.46	44.3	26.92
Waterford	20.	23.62	36.38
Westmeath	37.79	67.77	15.64
Wexford	29.44	39.67	30.41
Wicklow	83.94	38.22	30.56

Special Educational Needs

Ceisteanna (473, 474)

David Cullinane

Ceist:

473. Deputy David Cullinane asked the Minister for Education and Youth the number of SNAs and special education teachers allocated to schools in County Waterford at the end of 2023, 2024 and 2025, broken down by primary, post-primary and special schools, in tabular form. [73755/25]

David Cullinane

Ceist:

474. Deputy David Cullinane asked the Minister for Education and Youth the number of SNAs and special education teachers allocated to schools in each county at the end of 2023, 2024 and 2025, and the number on a per capita basis in tabular form. [73756/25]

Freagraí scríofa

Minister of State at the Department of Education and Youth

I propose to take Questions Nos. 473 and 474 together.

Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).

The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided.

This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.

By the end of the 2026 calendar year there will be over 21,500 special educational teachers and almost 25,000 special needs assistants (SNAs) in our mainstream classes, special classes and special schools. This will mean we will have almost 46,000 teachers and SNAs working in our education system committed to supporting and nurturing students with special educational needs, enabling them to achieve their best outcomes and reach their full potential.

The NCSE publish statistics on SET and SNA allocations to primary, post primary and special schools in tabular form, by county, for each school year, this information is available on their website (ncse.ie/set-hours-and-sna-allocations).

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.

Question No. 474 answered with Question No. 473.

Special Educational Needs

Ceisteanna (475, 476)

David Cullinane

Ceist:

475. Deputy David Cullinane asked the Minister for Education and Youth the number of special classes and special school places operating in County Waterford at the end of 2023, 2024 and 2025; the number of children enrolled; and the number of children without a confirmed place at the start of each school year, in tabular form. [73757/25]

David Cullinane

Ceist:

476. Deputy David Cullinane asked the Minister for Education and Youth the number of special classes and special school places allocated to schools in each county at the end of 2023, 2024 and 2025; and the number on a per capita basis, in tabular form. [73758/25]

Freagraí scríofa

Minister of State at the Department of Education and Youth

I propose to take Questions Nos. 475 and 476 together.

The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.

Almost 1,900 classes have been sanctioned by the NCSE in the last five years, sixteen new special schools have been established and many more expanded. For the 2025/26 school year alone over 400 new special classes have been sanctioned bringing the total number of special classes nationwide to over 3,700. Five new special schools were established and capacity is being expanded in a number of other special schools.

The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special classes and special school places are provided. These classes are resourced in line with the Special Education Review Committee's recommendations. This ensures that these classes continue to meet the needs of students who are enrolled, and the class is as inclusive as possible in that as many students as possible are accommodated.

Generally, these classes are resourced at a 6:1 student/teacher ratio and two special needs assistants are allocated to each class. For the school years 2022/23, 2023/24 and 2024/25 in County Waterford there were 3 special schools with 271, 276 and 274 pupils enrolled respectively.

The following table shows the number of special classes per county from the 2020/21 to 2025/2026 school years and the percentage increase in the number of special classes. Enrolment data for schools is available on the government website via the following link: www.gov.ie/en/department-of-education/collections/data-on-individual-schools/

In relation to the number of children without a confirmed place at the end of 2023, 2024 and 2025, as the matter relates to a NCSE process, I will arrange for this query to be forwarded to the NCSE for their attention and direct reply.

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.

Carlow	40	42	45	53	59	68	70%
Cavan	38	40	47	52	59	68	79%
Clare	45	58	62	68	76	83	84%
Cork	311	357	420	496	563	617	98%
Donegal	84	92	97	115	127	133	58%
Dublin	304	375	474	534	602	705	132%
Galway	102	117	135	149	169	180	76%
Kerry	61	74	81	90	98	114	87%
Kildare	85	91	105	116	131	148	74%
Kilkenny	34	36	43	51	62	71	109%
Laois	37	44	52	60	81	94	154%
Leitrim	12	17	21	27	31	33	175%
Limerick	72	91	114	128	146	164	128%
Longford	22	26	33	39	47	48	118%
Louth	47	56	70	88	98	115	145%
Mayo	39	46	55	65	72	76	95%
Meath	70	85	113	132	156	177	153%
Monaghan	30	34	39	42	54	60	100%
Offaly	76	88	97	104	108	111	46%
Roscommon	26	28	34	41	48	55	112%
Sligo	21	22	25	29	32	36	71%
Tipperary	80	95	106	120	138	154	93%
Waterford	35	44	51	58	70	86	146%
Westmeath	34	43	53	59	69	79	132%
Wexford	65	72	87	101	119	135	108%
Wicklow	69	79	90	104	120	132	91%
Total	1839	2152	2549	2921	3335	3742	103%

Question No. 476 answered with Question No. 475.

Education Schemes

Ceisteanna (477)

Pa Daly

Ceist:

477. Deputy Pa Daly asked the Minister for Education and Youth to provide a breakdown of the number of schools that have availed of the scheme to install solar panels on their roof; the number of completed installations; the number that applied and are on a waiting list; the number that applied and were unsuccessful, broken down by county; and if she will make a statement on the matter. [73786/25]

Freagraí scríofa

Minister for Education and Youth (Deputy Hildegarde Naughton)

The Schools PV Programme provides eligible schools with up to 6 kilowatts peak of roof-mounted solar photovoltaic (PV) installations on their roofs, which equates to approximately 14 solar panels.

The Schools PV Programme is funded by the Government’s Climate Action Fund in line with the Government’s recognition that taking action on climate change is central to Ireland’s social and economic development. It is assisting schools in reducing their energy costs and carbon footprint as part of the response to meeting the 2030 and 2050 Climate Action Plan targets for the schools’ sector.

All eligible schools have now been invited to express their interest in the scheme. Since the launch of the programme late last year, there has been a really positive response in terms of applications for solar panels from schools and we are seeing the impacts today as PV panels are being installed on school roofs around the country.

Since the launch of the programme in November 2023,

• 3,300 schools who expressed interest in the scheme have progressed to tender stage,

• 3,073 schools so far approved for funding.

• 2,416 schools have confirmed their installations as complete.

There is no waiting list of schools; however, 200 schools have progressed to the tender stage and have yet to submit their funding requests to the Department.

Of the schools that expressed an interest in the scheme, 355 confirmed that they would not participate or were deemed ineligible. Reasons include schools scheduled to receive PV as part of another building project, buildings that are not suitable for PV installation, or schools that already have PV installed.

There are also approximately 200 schools who have not yet engaged with the scheme programme to date, Department Officials are contacting these schools again to seek their engagement with the PV Programme.

See below table of schools who completed the expression of interest stage per county:

County	Total Expressions of Interest received
Carlow	51
Cavan	81
Clare	126
Cork	396
Donegal	200
Dublin	587
Galway	273
Kerry	161
Kildare	120
Kilkenny	90
Laois	68
Leitrim	44
Limerick	163
Longford	44
Louth	82
Mayo	173
Meath	126
Monaghan	65
Offaly	78
Roscommon	94
Sligo	74
Tipperary	179
Waterford	92
Westmeath	84
Wexford	121
Wicklow	102
Total	3675

See below list of applications per county that do not meet the programme funding criteria:

County	Applications that do not meet programme criteria
Carlow	6
Cavan	2
Clare	5
Cork	40
Donegal	15
Dublin	108
Galway	11
Kerry	6
Kildare	17
Kilkenny	7
Laois	5
Leitrim	3
Limerick	13
Longford	2
Louth	7
Mayo	9
Meath	20
Monaghan	5
Offaly	6
Roscommon	3
Sligo	4
Tipperary	14
Waterford	6
Westmeath	8
Wexford	6
Wicklow	9
Total	337

See below completed installations per county to date:

Carlow	32
Cavan	64
Clare	110
Cork	235
Donegal	170
Dublin	280
Galway	220
Kerry	142
Kildare	56
Kilkenny	74
Laois	42
Leitrim	30
Limerick	125
Longford	27
Louth	38
Mayo	107
Meath	63
Monaghan	41
Offaly	61
Roscommon	74
Sligo	39
Tipperary	126
Waterford	70
Westmeath	45
Wexford	76
Wicklow	69
Total	2416

Departmental Schemes

Ceisteanna (478)

Brendan Smith

Ceist:

478. Deputy Brendan Smith asked the Minister for Education and Youth if she is aware of the widespread disappointment for many schools whose applications were not approved under the climate action summer works scheme, taking into account the substantial costs involved in preparing applications, the delays in processing these applications, the urgency for many schools in having these necessary improvement works carried out that were identified by schools in 2020 and earlier; if further consideration can be given to these longstanding applications, with a view to approval of same; and if she will make a statement on the matter. [73816/25]

Freagraí scríofa

Minister for Education and Youth

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.

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.

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: www.gov.ie/en/department-of-education/services/summer-works-scheme

Departmental Schemes

Ceisteanna (479)

Brendan Smith

Ceist:

479. Deputy Brendan Smith asked the Minister for Education and Youth when the next summer works scheme will be announced; and if she will make a statement on the matter. [73817/25]

Freagraí scríofa

Minister for Education and Youth

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.

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.

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: www.gov.ie/en/department-of-education/services/summer-works-scheme

Special Educational Needs

Ceisteanna (480)

Pa Daly

Ceist:

480. Deputy Pa Daly asked the Minister for Education and Youth to provide a breakdown of the number of SNA vacancies, by county, in each of the years 2020 to 2025, in tabular form. [73837/25]

Freagraí scríofa

Minister of State at the Department of Education and Youth

Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).

The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided.

This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.

Special needs assistant (SNA)s play a central role in the successful inclusion of students with additional and significant care needs in schools. They help ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.

SNA posts are allocated to schools as a school-based resource. Principals/board of managements deploy SNAs within schools to meet the care support requirements of the students enrolled whom SNA support has been allocated. This provides schools flexibility in how the SNA support is utilised.

The NCSE has published the SNA allocations for the 2025/26 school year. For ease of reference these allocations are broken down by school year, school type and location and are available on the NCSE's website at: www.ncse.ie/set-hours-and-sna-allocations

If a school feels it has insufficient SNA support to meet the needs of its students an application can be submitted to the NCSE requesting a review of its allocation. Detailed information on the NCSE's SNA review process is published on the NCSE's website at ncse.ie/sna-review-mainstream. Each case is individually assessed and is based on the student profile of each school.

It is important to remember that when the NCSE allocates a SNA post, the board of management as the employer, is responsible for filling the vacancy. The decision on whether to employ a full time SNA to fill a full-time post or to employ an equivalent number of part time SNAs rests with the employer.

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.

School Staff

Ceisteanna (481)

Pa Daly

Ceist:

481. Deputy Pa Daly asked the Minister for Education and Youth to provide a breakdown of the school teacher vacancies in schools, by primary and secondary education and by county, in each of the years 2020 to 2025, in tabular form. [73838/25]

Freagraí scríofa

Minister for Education and Youth

This 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.

To address teacher supply issues, my Department has implemented several measures that have led to:

• an increase of 20% in initial teacher education graduates (student teachers) between 2018 and 2023, and

• over 30% increase in the number of teachers registered with the Teaching Council since 2017.

The Department is currently producing a range of data on teacher supply to improve the understanding of the teacher supply landscape. My Department has recently published three reports: an analysis of the Teaching Council register, unmet demand in post-primary schools and on substitute teachers which are here: www.gov.ie/en/department-of-education/collections/other-statistical-reports/#teacher-demand-and-supply

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 Department does not collate data available for the years 2020 to 2025. However, the analysis of the teacher payrolls for March 2025, showed the following unutilised allocated teaching posts in primary and post-primary schools per county:

Table: Unutilised Teaching Posts as at March 2025

County	Primary Unutilised Posts	Post-primary Unutilised Posts	Total Unutilised Posts
Carlow	16.5	6.1	22.6
Cavan	14.8	11.6	26.4
Clare	19.2	14.1	33.3
Cork	137.7	93.8	231.4
Donegal	21.9	53.8	75.7
Dublin	512.1	120.9	633.0
Galway	32.8	25.1	57.9
Kerry	9.8	37.2	47.0
Kildare	93.0	18.9	111.9
Kilkenny	15.6	19.1	34.7
Laois	24.9	9.6	34.4
Leitrim	6.0	6.6	12.6
Limerick	20.8	18.0	38.9
Longford	5.0	-2.4	2.6
Louth	36.5	-13.5	23.0
Mayo	27.3	17.1	44.4
Meath	54.0	53.4	107.4
Monaghan	7.9	2.6	10.5
Offaly	12.7	8.2	20.9
Roscommon	1.0	15.4	16.4
Sligo	14.1	18.7	32.8
Tipperary	22.5	27.5	50.0
Waterford	20.9	15.8	36.7
Westmeath	26.9	8.6	35.4
Wexford	36.3	11.0	47.3
Wicklow	37.6	24.2	61.8
Total	1227.7	621.4	1849.1

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.

Measures including a STEM bursary, an expansion of upskilling programmes, improving the availability of substitution, continuing the promotion of teaching as a profession and the development of teacher workforce planning are underway.

The teaching profession is highly attractive, with strong demand for teacher education programmes with over 3,600 newly qualified teachers registered with the Teaching Council in 2025 with over 127,000 on the register. Salaries are competitive, starting at €44,879 (primary) and €46,448 (post-primary) and rising to €85,000 under the current pay deal. Few teachers resign: less than 3% of the teaching workforce resign or retire annually from contracted teaching posts.

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 teaching and 5% for post-primary. 85% of newly appointed primary teachers in 2024/25 are on full-time, mostly fixed-term contracts, 75% of new post-primary teachers are full-time and 93% of teachers with 5+ years’ experience hold permanent full-time or pro-rata contracts.

In addition to the 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.

Special Educational Needs

Ceisteanna (482)

Pa Daly

Ceist:

482. Deputy Pa Daly asked the Minister for Education and Youth to provide a breakdown of the number of special education classes, by county and by primary or secondary education, in each of the years 2020 to 2025. [73839/25]

Freagraí scríofa

Minister of State at the Department of Education and Youth

Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).

The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.

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.

A list of all mainstream and special schools is available on my department's website on www.gov.ie. In addition, a list of schools with special classes; broken by year, location and class designation is available on the NCSE website at:ncse.ie/special-classes

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.

• Written Answers Nos. 439-458
• Written Answers Nos. 483-502