Written Answers Nos. 644-663
646. Deputy Michael Healy-Rae asked the Minister for Education and Youth if a late application will be admitted to a special educational needs class for the 2026-2027 academic year (details supplied); if the child will be accommodated due to a long wait for an appointment to receive an educational psychologist report; and if she will make a statement on the matter. [10357/26]
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. 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 queries with the NCSE directly through their dedicated Oireachtas email address.
In order to support the NCSE and forward planning my department published Circular 0039/2025.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.
This new timeline was publicised widely and communicated with schools and special education advocacy groups and parent representative bodies. The NCSE also undertook a lot of work at local level to ensure that families were aware of the process and consequently report a significant level of engagement and contact from families before 1 October.
An earlier date of 1 October was set for parents to complete the Parents Notify process this year. I understand this earlier date may not suit every family. However, it was introduced to ensure the NCSE can provide clarity for families earlier than in previous years. It will also support forward planning and equip the NCSE with timely information as to what students would be leaving school, transitioning to post-primary specialist places or those seeking specialist placement and entering the education system for the first time.
The new timeline will afford greater lead in times for schools that require repurposing or major building works to get works complete and allow schools to recruit staff and undertake the training needed so that children are fully supported in these placements.
I would like to stress that the NCSE will continue to support all children and young people made known to them after 1 October. However, it is critical that the NCSE has as much local information as possible, as early as possible, to effectively plan what new provision is required.
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.
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.
647. Deputy Emer Currie asked the Minister for Education and Youth the number of students attending schools (details supplied) who reside in the Tyrrelstown-Mulhuddart SPA, broken down per school year group, in tabular form; and if she will make a statement on the matter. [10359/26]
Amharc ar fhreagraPlease find attached requested data. Data provided is for academic year 2024-2025, the latest year we have final enrolment data. We expect to publish final enrolment data for 2025-2026 in June 2026.
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Academic year 2024-2025 |
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|
|
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Pupils living in Tyrrelstown-Mulhuddart SPA enrolled in 61801M and 176574F |
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Roll Number |
School Name |
1st to 3rd Year |
4th to 6th Year |
Total |
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68101M |
Hansfield ETSS |
49 |
33 |
82 |
|
76574F |
Eriu Community College |
7 |
7 |
14 |
648. Deputy Eoin Ó Broin asked the Minister for Education and Youth to provide guidance for parents unable to secure a primary school placement for their children in their locality. [10360/26]
Amharc ar fhreagraMy department’s main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area.
Parents have the right to choose which school to apply to and where the school has places available for the relevant year, the student should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some student not obtaining a place in the school of their first choice.
In accordance with the provisions of the Education (Admission to Schools) Act 2018, schools are required to clearly set out their selection criteria in their admission policies. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. It is an important feature of the act that schools can only make a decision on an application for admission that is based on the school’s admission policy.
Under Section 29 of the Education Act 1998, the parent of the student, or in the case of a student who has reached the age of 18 years, the student, may appeal a decision of this school to refuse admission. An appeal may be made under Section 29 (1)(c)(i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed. An appeal may be made under Section 29 (1)(c)(ii) of the Education Act 1998 where the refusal to admit was due a reason other than the school being oversubscribed.
Tusla Education Support Service (TESS) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child. TESS can be contacted at 01-7718500 (tessinfo@tusla.ie) for assistance. More information is available on their website on the following link: www.tusla.ie/tess/tess-ews/.
649. Deputy Malcolm Byrne asked the Minister for Education and Youth when a SENO will be appointed for North Wexford. [10369/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is responsible, through its network of Special Needs Organisers (SENOs), for fulfilling the functions of the Council within a designated area in relation to the identification of and delivery and co-ordination of education services to children with disabilities.
The Council employs SENOs to provide a nationwide system of local services. Locally based SENOs consult widely with parents/guardians, teachers, health care professionals, school authorities, HSE and other relevant government agencies.
The NCSE has informed my department that the SENO post in Co. Wexford will commence in March. This appointment will bring the total number of SENOs in Co. Wexford to four, which represents the full complement of SENO posts assigned to the county.
It should be noted that when a vacancy arises, a SENO point of contact is assigned to the area to assist schools, parents, and local services until the position is filled. Essential services are maintained through cover provided from available staffing resources. Parents should consult the regional contact list on the NCSE website to ensure they have the most up-to-date contact details of their SENO, or the SENO covering for their area.
650. Deputy Malcolm Byrne asked the Minister for Education and Youth if she is aware of the need for additional SNA support at a school (details supplied); the measures she will put in place to address the needs; and if she will make a statement on the matter. [10370/26]
Amharc ar fhreagraEnabling 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.
The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. 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 queries with the NCSE directly through their dedicated Oireachtas email address.
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.
651. Deputy Michael Healy-Rae asked the Minister for Education and Youth the way in which teachers are able to exercise the flexibility envisaged under the EU Work-Life Balance Directive; whether any consideration will be given to issuing guidance to schools to allow parental leave to be flexibly taken where agreed (details supplied); and if she will make a statement on the matter. [10391/26]
Amharc ar fhreagraUnder Section 24 of the Education Act 1998, the Minister for Education and Youth, with the concurrence of the Minister for Public Expenditure, Infrastructure, Public Service Reform and Digitalisation, is authorised to determine the terms and conditions of employment for teachers employed in approved teaching posts funded by monies provided by the Oireachtas. Such terms and conditions of employment are normally outlined by way of a Circular Letter, following detailed consultations and negotiations which takes place under the auspices of the Teacher Conciliation Council (TCC). The TCC forms part of the Scheme of Conciliation and Arbitration for Teachers, the purpose of which is to provide a forum for claims and proposals relating to the salary, and other terms & conditions of service for teachers. The Council is comprised of representatives from the Teacher Unions, the School Management Bodies, the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation, and the Department of Education and Youth. The TCC is independently chaired by an official of the Workplace Relations Commission.
The Parental Leave Scheme for teachers is regulated by the Parental Leave Act 1998, as amended. Parental Leave is a period of statutory unpaid leave available to a teacher for the purpose of caring for their child.
Circular 0054/2019, Chapter 5 paragraph 4 states: -
4. Pattern of Parental Leave
4.1 A teacher may avail of Parental Leave in blocks of at least one week up to a maximum of 22 weeks (26 weeks from 1st September 2020). Please note each period of Parental Leave must be a minimum duration of 7 consecutive days including weekends, school closures and days on which a teacher is not timetabled for attendance occurring within that period.
4.2 Where a teacher applies for Parental Leave for 6 or more weeks, the minimum period which must be granted by the employer is 6 weeks, except in the cases of refusal and suspension/postponement of Parental Leave as outlined in paragraphs 8, 12 and 13 below.
Paragraph 5 states -
5. Special Pattern of Parental Leave in Exceptional Circumstances
5.1 In certain circumstances a teacher may avail of Parental Leave in the form of individual days where a child has particular medical problems that require the attendance of a parent with the child at a hospital, clinic, or therapeutic appointment on a regular basis.
5.2 In such circumstances, certification from the hospital or clinic in respect of the absence must be submitted to the employer and retained on the teacher’s personnel file.
The regulations on the right to request flexible working is set out in Part 2 of the [Work Life Balance and Miscellaneous Provisions Act 2023] and the duties and responsibilities set out in the [WRC’s Code of Practice] . The WRC has prepared the Code of Practice for Employers and Employees on the Right to Request Flexible Working and the Right to Request Remote Working, as required by Part 4, Section 31, of the Work Life Balance and Miscellaneous Provisions Act 2023. When preparing the Code, the WRC sought representations from trade unions and employer representative bodies and the Irish Human Rights and Equality Commission.
The Code provides practical guidance to employers, employees, and any other persons as to the steps that may be taken for complying with one or more provisions of Part 3 of Work Life Balance and Miscellaneous Provisions Act 2023 Act, which includes provisions regarding requests for remote working arrangements, and with Part IIA of the Parental Act 1998-2023, which includes provisions regarding requests for flexible working arrangements for caring purposes.
Flexible working is an arrangement where your normal working hours or pattern is adjusted, including through remote working, flexible schedules, or reduced hours.
Depending on the role or business, flexible working can take various forms.
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Types of flexible working |
Description |
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Part-time work |
Fewer hours than full-time employees. |
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Term-time work |
Unpaid leave for a specific period, often during summer. |
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Job-sharing |
Full-time role split between two employees who share duties and benefits proportionally. |
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Flexitime |
Varying start and finish times outside core hours, meeting required work hours per week or month. |
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Compressed working hours |
Full-time hours condensed into fewer days, for example a five-day week compressed into four days. |
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Remote Working |
Working part or all of the week away from the employer's location, such as working from home. |
It is open to the Teacher Unions to raise any issues with the current agreed terms and conditions of the Parental Leave Scheme at TCC.
652. Deputy Ruth Coppinger asked the Minister for Education and Youth the number of early intervention classes in special schools, in each of the years 2014 to 2016, by county, in tabular form; and if she will make a statement on the matter. [10394/26]
Amharc ar fhreagraEnabling 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.
The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. 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 queries with the NCSE directly through their dedicated Oireachtas email address.
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.
653. Deputy Shane Moynihan asked the Minister for Education and Youth the way in which her Department intends to ensure that new contracts for the school transport scheme will be issued without delay after the expiry of the current term in June, to provide consistency and reliability for bus operators; and if she will make a statement on the matter. [10395/26]
Amharc ar fhreagraThe purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. It is made up of the Mainstream scheme at Primary and Post Primary level, as well as the scheme for pupils with Special Educational Needs.
It is a demand led scheme based on the number of eligible children who apply. In the coming weeks the Bus Éireann family portal will open for mainstream applications for the 2026/27 school year and the Department will begin accepting applications under the scheme for pupils with special educational needs.
The scheme is operated using a mix of Bus Éireann owned vehicles and private contractors.
As part of the operation of the scheme, Bus Éireann manages the procurement tender process and contact management arrangements to include services provided by contractors. This includes the procurement tendering process to include services provided by contractors under the scheme. This is a competitive process conducted in accordance with the negotiated procedure under national and EU procurement legislation. Contracts are awarded in line with procurement guidelines.
654. Deputy Shane Moynihan asked the Minister for Education and Youth the plans in place to expand access to specialised provision of speech and language classes, given that evidence suggests that at least 10% of children have speech, language and communication needs; and if she will make a statement on the matter. [10397/26]
Amharc ar fhreagra655. Deputy Shane Moynihan asked the Minister for Education and Youth whether children with verbal dyspraxia/apraxia of speech are eligible for speech and language classes under Circular 0024/2025, including where they have a dual diagnosis of autism; to clarify the way eligibility is determined in such cases; and if she will make a statement on the matter. [10398/26]
Amharc ar fhreagraI propose to take Questions Nos. 654 and 655 together.
It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary. The department provides for a range of placement options and supports for schools and students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an education that meets their needs.
Circular 0024/2025 sets out the Criteria for Enrolment in Special Classes for Children with Developmental Language Disorder (DLD) or Speech Sound Disorder (SSD). The content of the circular was informed by robust engagement with the Speech and Language Therapy service in the National Council for Special Education (NCSE), the Irish Association of Speech and Language Therapists (IASLT) and HSE Speech and Language Therapists. As advised by these specialist services, the revised entry criteria for these classes are intended to ensure that the children with the greatest level of difficulty can access the classes. Guidelines, a decision-making matrix and additional support from the NCSE have been provided to schools to assist them in ensuring that the children with the greatest level of need are facilitated to enrol in the classes
Children who do not meet the criteria outlined in this circular, will attend mainstream classes with the support of mainstream class teachers and special education teachers. The teachers will collaborate to identify and use a range of evidence-based interventions, decided at school level, using the Continuum of Support framework’s problem-solving process.
Applications for enrolment to these classes, based on a referral from a Speech and Language Therapist, are considered by an Admissions Committee (AC). The AC meets to discuss all referrals and to make recommendations to the Boards of Management (BOM) regarding the possible offer of available places in the DLD/SSD classes to appropriate candidates. While the AC may recommend placement, the BOM retains ultimate responsibility for offering/refusing enrolment places. The AC comprises the following: a) School Principal of the DLD/SSD Class. b) HSE Speech and Language Therapists/Manager for the DLD/SSD Class c) DLD/SSD Class Teacher.
In instances where there is spare capacity in a DLD/SSD class due to insufficient eligible children (i.e. fewer than 7 children), the board of management may offer a place to a maximum of two children who do not meet all of the eligibility criteria but who could benefit from enrolment in the class for one year on a concessionary basis. Such placements must be supported by the recommendation of a speech and language therapist and a diagnosis of DLD/SSD of unknown origin. The continued enrolment of these children for a second year can only be considered once all eligible children have been accommodated. The NCSE through the local SENO will monitor such situations
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.
656. Deputy Shane Moynihan asked the Minister for Education and Youth the reason children with non-verbal IQ scores above 90 and severe dyslexia, but who cannot present a reliable verbal IQ due to speech difficulties, are excluded from Reading Schools; whether current policy reflects contemporary evidence on dyslexia identification and intervention; and if she will make a statement on the matter. [10399/26]
Amharc ar fhreagraEnabling 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.
At present, there are four special schools, and fourteen special classes attached to mainstream schools to support students with a specific learning disability such as severe dyslexia. I want to acknowledge the excellent work they do. It is important to note they were established at a time when there were much fewer additional supports in schools.
In pursuit of a more inclusive education system it is important, as far as possible to support students to attend their local mainstream schools. This means that children and young people can be educated with their peers and are not required to travel long distances to attend special schools or classes.
15,000 special education teachers have been provided to enable schools to achieve this objective. In practical terms this means schools get a substantial additional teaching allocation to support students with special education needs who are in mainstream classes. The additional resources are intended to support students with the greatest level of need, including those with a specific learning disability such as dyslexia, dyscalculia or dysgraphia.
Of course, I recognise the importance of building the capacity of teachers in mainstream schools to meet the needs of all students. To support this, 338 places are funded each year for teachers to attend post-graduate special education needs programmes. The NCSE offers dedicated professional learning opportunities for teachers supporting students with additional needs. The National Educational Psychological Service (NEPS) also provides professional learning opportunities that are available to all primary and post-primary school teachers on supporting children and young people with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment to assist students. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support.
The need for any additional provision or resources for schools to support students with dyslexia is subject to continued review by the NCSE.
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.
657. Deputy Matt Carthy asked the Minister for Education and Youth the status of an application from a school (details supplied) to establish a second ASD class; and if she will make a statement on the matter. [10405/26]
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.
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. The NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes last month, which is several months earlier than last year. 301 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes. The NCSE identify schools in the neighbouring vicinity with available special class vacancies or capacity and assess their capability with consideration to demographical and statistical data.
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.
658. Deputy William Aird asked the Minister for Education and Youth when she expects to be in a position to outline plans for the inclusion of additional schools in the DEIS+ programme; and if she will make a statement on the matter. [10425/26]
Amharc ar fhreagraTackling educational disadvantage and helping students reach their full potential is a key priority for me as the Minister for Education and Youth and for Government. Currently, the DEIS programme supports almost 1,200 schools - 30% of all primary and post-primary schools - reaching approximately 260,000 students, with an annual investment of over €180 million. Budget 2026 allocates an additional €16.5 million in 2026, rising to €48 million in 2027, to support the implementation of a new DEIS Strategy and to introduce the DEIS Plus scheme, which will commence in 2026.
The DEIS Plus scheme will provide additional support to schools with the highest levels of need, in line with the Government’s commitment. It will target a cohort of schools with high concentrations of children and young people experiencing intergenerational disadvantage, where there is a significant gap in outcomes and there are barriers to those children and young people achieving their potential.
The details of the DEIS Plus scheme are currently being finalised within an overall programme of work to tackle educational disadvantage and will be outlined in the new DEIS Strategy, which will be published shortly. Future allocation of overall resources will be considered within the context of the new DEIS Strategy and the availability of resources.
659. Deputy William Aird asked the Minister for Education and Youth the measures in place to protect and support small schools in rural areas; the way In which demographic change and enrolment thresholds are taken into account in education policy and school planning; the steps being taken to ensure the long-term sustainability of rural schools; and if she will make a statement on the matter. [10428/26]
Amharc ar fhreagraIn 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.
The government is very aware that small schools are an important part of the life of local communities. The Programme for Government provides for a number of measures to support small schools, including introducing a new national small schools' project and trialling new administrative supports.
The current small schools' project is currently being implemented on a pilot basis to support collaboration and sharing of resources among small schools in rural areas. Learnings from the evaluation of the current small schools' project will be invaluable and will form a strong basis to inform the future policy direction in relation to all small schools. This will include the development in my department of future proposals to deliver on the Programme for Government commitment.
660. Deputy William Aird asked the Minister for Education and Youth the specific measures being taken to protect small schools in rural areas from closure or forced amalgamation; the way in which adjustments to enrolment thresholds and staffing schedules can be made to ensure the long-term sustainability of rural schools; and if she will make a statement on the matter. [10429/26]
Amharc ar fhreagraEnrolment in primary schools across the Country has been reducing in recent years. The recently published enrolment figure for the 25/26 academic year is 6,759 or 1.25% fewer than the previous year. This declining demographic trend has been more acute in rural areas, resulting in declining enrolments in small rural schools.
The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. Primary schools are currently provided with class teachers on an average of one teacher for every 23 pupils.
The primary staffing schedule plays a central role in supporting sustainability at school level by aligning staffing resources with enrolment patterns in a clear and consistent manner. In Budget 2021, a three-point reduction in the retention schedule was introduced which helps to ensure better teacher retention in primary schools while also ensuring that less pupils are required to retain or recruit a teacher.
In the case of small schools, the schedule provides particularly favourable retention thresholds. For example, a small school may retain its second mainstream teaching post with as few as 11 pupils, its third post at 45 pupils, and its fourth post at 75 pupils. These arrangements are designed to support viable class structures and maintain low pupil to teacher ratios in smaller settings.
As a result, small schools typically operate with more favourable pupil teacher ratios than larger schools, where staffing is allocated on the basis of one teacher per 23 pupils. This reflects a deliberate policy choice to recognise the organisational and educational needs of small schools and to promote their ongoing viability within the system. There will always be instances where the enrolment of some schools will drop below the retention level and in these instances the school may lose a class teacher.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board, including a specific measure aimed at small schools.
The staffing schedule, together with its built-in appeals mechanism and ongoing demographic monitoring, provides a framework to support schools in planning for the future while maintaining educational quality and system sustainability.
The Programme for Government provides for a number of measures to support small schools, including introducing a new national small schools' project and trialling new administrative supports.
The Programme for Government commits to make further progress in this area with an aim to reduce the general Pupil Teacher Ratio at primary level to 19:1 over the term of government. I look forward to making progress on this important issue.
661. Deputy William Aird asked the Minister for Education and Youth if she will extend the newly announced wellbeing grant scheme to primary schools in County Laois; the criteria for inclusion in Strand Two of the Counselling and Mental Health Pilots in Primary Schools; if she will make provision for the establishment of education wellbeing teams to support school clusters in Laois in line with those currently operating in Cork, Carlow, and Dublin; and if she will make a statement on the matter. [10430/26]
Amharc ar fhreagraThe Department of Education and Youth is committed to supporting the emotional well-being of our children and young people. In June 2023, the Department of Education and Youth launched a €5 million landmark pilot of counselling and wellbeing supports in primary schools in selected counties.
The Counselling in Primary Schools Pilot has two strands and works to support children’s wellbeing and mental health in schools. Strand 1 sees direct counselling supports being provided to primary schools for the first time.
The Department has set up county panels of pre-approved private counsellors providing one-to-one counselling in primary schools in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary. There are currently 43 counsellors working in schools across the seven pilot counties.
Strand 2 is the introduction of Education Wellbeing Teams to provide enhanced in-school supports to a cluster of primary schools (77 schools) in Cork, Carlow, Dublin 7 and Dublin 16. The Education Wellbeing Practitioner is a new type of practitioner introduced as part of this pilot to provide enhanced in-school support. The practitioners are graduates of psychology, education and social science and undergo an in-depth training programme provided by NEPS. The focus of the support provided under Strand 2 is on strengthening whole school preventative approaches. This includes the provision of psycho-educational support for parents and teachers, and the provision of early intervention to children with mild/emerging need, using low-level therapeutically-informed approaches. To date, 20 Education Wellbeing Practitioners have been recruited to the four cluster areas.
The Department introduced a Strand 2 Wellbeing Grant of €2,000 per school, for the 2024/2025 and 2025/2026 school year, to promote and support wellbeing focused initiatives in Strand 2 pilot schools. Examples of the types of initiatives which schools may put the grant funding towards include developing wellbeing gardens, purchasing sensory regulation equipment, running Wellbeing Ambassador programmes and other wellbeing-promoting interventions. The NEPS Education Wellbeing Teams are available to provide information and support to the schools in identifying wellbeing supporting resources and initiatives.
This is a pilot and therefore it is not possible to include all schools. I have ensured that there is a cross section of schools across the provinces included in this pilot. The Centre for Effective Services are evaluating the pilot and the findings of the evaluation will inform future policy and provision in this area. Preliminary findings of the evaluation are very positive from schools parents and children, with calls for the continuation and expansion of Strand 2
662. Deputy Eoghan Kenny asked the Minister for Education and Youth if her Department plans to establish a Gaelcholáiste in an area (details supplied); and if she will make a statement on the matter. [10466/26]
Amharc ar fhreagraIn order to plan for school provision and analyse the relevant demographic data, the department divides the country into 314 school planning areas. The department 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 significantly impact the demand for school places at a local level. In that regard, as part of the demographic demand analysis, the department factors in planning and construction activity in the residential sector.
This involves the analysis of data sources from local authorities and the CSO along with proactive engagement with local authorities. 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.
The planned establishment of a new post-primary school in 2021 to specifically serve the Cherrywood SDZ which is in the Sallynoggin/Killiney/Dun Laoghaire Rathdown school planning area was announced in 2018 as a result of a countrywide demographic exercise.
Further analysis has since been conducted on the necessity for the establishment of the planned new school taking into account a number of factors including the pace of delivery of the expected additional residential development in the Cherrywood SDZ area, associated enrolments and the capacity in existing schools in the school planning area.
The department is satisfied that existing demand can be accommodated at present by the existing and growing schools in the school planning area. As a result, the establishment of the planned new post primary school has been deferred.
Since 2011, new arrangements have been in place for the establishment of new schools involving the forecasting of demand for school places based on demographic exercises carried out by the department. 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.
These arrangements also give an opportunity to patrons to apply for the patronage of new schools. The criteria used in deciding on the patronage of new schools place a particular emphasis on parental patronage and language preferences and an analysis of existing provision in the areas where the schools are being established. This approach is underpinned by a 2011 government decision.
Due to the projected new population in the Cherrywood SDZ area, it is important that any school established be reserved to serve the SDZ area primarily and not be a regional solution for the wider South Dublin area.
The pace of delivery of additional residential development in the Cherrywood SDZ area, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of school requirements in the area.
663. Deputy Peter Roche asked the Minister for Education and Youth the protocols which currently exist to allow for the sharing of needs-based assessment information between the HSE and schools, with parental consent; whether the absence of shared assessments contributes to duplicated assessments, delayed supports, or inconsistent planning for children with additional needs; and if she will make a statement on the matter. [10486/26]
Amharc ar fhreagra666. Deputy Peter Roche asked the Minister for Education and Youth whether her Department has considered introducing a needs-based model for the allocation of educational supports for children with additional needs, aligned with the functional needs approach used by the HSE; whether any reviews, pilot initiatives, or reform proposals are currently underway in this area; and if she will make a statement on the matter. [10493/26]
Amharc ar fhreagraI propose to take Questions Nos. 663 and 666 together.
The Department of Education aims to facilitate every individual through learning, to achieve their full potential and to ensure that the education system upholds the rights of every individual to receive an education appropriate to their needs.
To support this, there has been significant growth and investment in disability and special education related supports for students in Ireland. We have been steadily building on our SET and SNA resources to support this. There are now over 44,000 of these specialist posts allocated to schools nationwide.
As part of budget 2026, investment in special education has increased to €3 billion and allows for the recruitment of an additional 860 special education teachers, 1,717 Special Needs Assistants (SNAs) and the provision of an additional 3,000 places in special schools and special classes as well as the roll out of the new Educational Therapy Service.
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.
Planning for students is very important, but the staff involved, and the level of planning and review required is dependent on the individual student's identified needs and circumstances, therefore schools make these decisions on who is involved in the planning and review meetings as well as frequency etc. Collaboration is a key principle of the Guidelines but it up to each school depending on their contexts and the students they teach to make decisions on systems and structures to organise and provide supports.
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 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.
