Written Answers Nos. 330-349
330. Deputy Peter Roche asked the Minister for Education and Youth the status of the school building and development projects at a school (details supplied); the steps her Department has taken to date to progress these projects; whether she is aware of delays, structural issues, and capacity pressures at both schools; and if she will make a statement on the matter. [11021/26]
Amharc ar fhreagraThe school building project for Trinity Primary School is part of a campus development that has been devolved to Galway and Roscommon Education and Training Board (GRETB) for delivery.
The project brief for Trinity Primary School provides for the construction of a 41-classroom primary school, including five Special Education Needs (SEN) classrooms. The same site will also accommodate the development of an 8-classroom primary school including two SEN classrooms for Tuam Educate Together National School.
The project was approved to progress to Stage 2a (Detailed Design) of the architectural planning process in quarter 3 of 2025. This stage involves developing the design and preparing an accurate cost plan that best aligns with the agreed design. The department awaits submission of a Stage 2a report.
In relation to the second school referred to by the Deputy, the accommodation needs at Scoil Nioclás Naofa Dunmore will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities. Any interim requirements will be considered by the Department in the normal manner (e.g. Emergency Works Scheme).
All applications from schools for major capital works must be considered in the context of capacity requirements and climate action commitments. The Department is required to manage the allocated capital funding across all schools in the country. The Department can identify opportunities to transform existing schools. The plan for working this through at national scale will be informed by the outcome of an Energy and Condition survey of all schools which is currently underway. The process may ultimately identify a requirement for the replacement of some accommodation, but this is not expected to be widespread. This overall process is particularly valuable in facilitating a proportionate assessment of a school’s accommodation upgrade needs relative to all other schools and allow an effective prioritisation of finite capital investment. The determination of a long-term pathway forward for the school will form part of this wider process.
The department have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
The department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, the department published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
These projects are in addition to €250.85 million in capital funding for Galway schools between 2020 and 2025. Over that period, a total of 88 Galway schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 17 school projects in County Galway under construction.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
The department recognises that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at the schools referred to by the Deputy will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
331. Deputy Martin Kenny asked the Minister for Education and Youth the engagement she and her officials have had in 2025 with the Minister for Health and the HSE in relation to the recruitment of senior and staff grade occupational therapists and speech and language therapists for the National Educational Therapy Service; and if she will make a statement on the matter. [71265/25]
Amharc ar fhreagraMy Department and the National Council for Special Education (NCSE) are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
In line with the programme for government commitment, the Education Therapy Service (ETS) has been established as a critical and important support for children and young people in their school environment. The ETS is an additional support for children with special education needs. It is to supplement and not replace existing children’s health and disability services.
Minister for Education and Youth, Hildegarde Naughton, and I announced details of the 45 schools in the initial phase of the ETS on Friday the 6th of February. This will ensure that selected schools have the opportunity to engage with the ETS, through planned engagements, prior to therapist assignment.
It is important to highlight that this is the initial phase of the ETS rollout which will occur on a phased basis with a wider roll-out to further special schools within the 2026/2027 school year and a new initiative which will see all schools benefit in the coming years.
Engagement on the design and delivery of the ETS with stakeholders across the health and education sectors, including the Department of Children, Disability and Equality (DCDE), the Department of Health, and the Health Service Executive (HSE), is ongoing and includes discussions on the recruitment of therapists in the NCSE. This vital engagement and feedback will continue to inform service development and ensure alignment with existing children’s services, aiming to provide a comprehensive service for children in their school environments, while maximising available resources.
Furthermore, my department alongside the Department for Health, Department of Further and Higher Education, Research, Innovation and Science, the Department for Children, Equality, Disability, Integration and Youth and the HSE are working together to ensure an increased supply of clinicians in key clinical disciplines including speech and language therapists, occupational therapists and physiotherapists as a matter of priority. As a result of this engagement the Government has approved an increase of 30 OT and SLT training places for 2025.
DEY officials will continue to work with DFHERIS on increasing of the supply of graduate therapists. The ETS will develop a practice development framework, ensuring an increase in the number of clinical placements available to HEI’s and students’ therapists.
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.
332. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth the status of the development of a school (details supplied); if this includes a sports and recreation facility, noting the school provides education to approximately 1,000 students; and if she will make a statement on the matter. [68397/25]
Amharc ar fhreagraThe building project to which the Deputy refers has been devolved for delivery to the National Development Finance Agency (NDFA) as part of a programme of school building projects (Project Dargle). The brief is to provide a new build replacement post primary school for a long-term projected enrolment of 1,000 pupils including both general classrooms, specialist rooms, and a 4 class Special Education Needs (SEN) base.
The project is currently at Stage 2b of the architectural planning design process with a full grant of planning permission received for the school in 2024. Stage 2b is being finalised at the moment. All projects are subject to the due diligence requirements of the Public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
In relation to the provision of sports and recreation facilities, department officials have engaged with the NDFA and the school authorities in order to deliver the optimum design for the school, within the parameters of the brief approved. The project includes a PE hall, a fitness suite, changing rooms, outdoor hard play courts, and a secure hard and soft play area.
The department have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
The department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, the department published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
These projects are in addition to €254.93 million in capital funding for Wicklow schools between 2020 and 2025. Over that period, a total of 42 Wicklow schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 8 school projects in Wicklow under construction.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
The department recognises that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by my department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at the school referred to by the Deputy will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
333. Deputy Paul Donnelly asked the Minister for Education and Youth if there will be an update to the SPHE curriculum to further highlight the use and abuse of inhalants given the tragic death of a young student in Dublin 15. [10766/26]
Amharc ar fhreagraThe Social Personal and Health Education (SPHE) curriculum addresses substance misuse at age and stage appropriate intervals throughout the cycle of learning of students in our schools. The SPHE curricula have been significantly reformed in recent years across primary and post-primary education.
The Primary Wellbeing specification includes the Strand Unit ‘Substances’ where children develop knowledge and skills to understand the potential impacts and risks associated with substance misuse, follow safety rules and make informed and responsible decisions to keep them safe. Students learn that certain substances and household products, such as cleaning products or aerosols, can be harmful or dangerous if used in ways they were not intended.
In the Junior Cycle SPHE specification, the ‘Making Healthy Choices’ strand focuses on learning about drugs, alcohol and other addictive behaviours and substances. This can include discussion of aerosols.
In Senior Cycle SPHE students examine social norms, attitudes and beliefs related to alcohol, tobacco/vaping and substance use, 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, and also discuss and devise ways to safely manage social situations where their own or others’ health or safety may be at risk.
The last two decades have seen considerable evolution of NCCA’s curriculum review and development processes. An example includes the introduction, at post-primary, of early enactment reviews of individual subjects and modules. The purpose of these reviews is to monitor early enactment of the curriculum specification in schools. This involves consultations with teachers, children/students, school leaders and wider stakeholders, primarily through school visits, online surveys, and written submissions. Findings are published on the NCCA website, with necessary minor adjustments identified in the findings subsequently made to the specifications. These reviews have also informed the development of further supports, such as more tailored professional learning to assist schools’ work with the curriculum.
The SPHE curricula will be the subject of early enactment review, as described above, in the coming years.
Teachers can choose from a significant suite of resources to support them in preparing for and teaching SPHE. These resources include those in relation to substance misuse. These resources are being developed, reviewed and updated on an ongoing basis with the intention that teachers will be supported with relevant and accessible material to support them in tackling issues as they arise during the teaching of the SPHE curriculum, including the issue of inhalants and aerosols.
334. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the analysis that is carried out in terms of the way in which SNAs are allocated to a primary school; and if she will make a statement on the matter. [11111/26]
Amharc ar fhreagra335. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the analysis that is carried out in terms of the way in which SNAs are allocated to a secondary school; and if she will make a statement on the matter. [11112/26]
Amharc ar fhreagra336. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to the concerns of primary school principals in small scale schools in relation to the perception that they are comparatively worse off in relation to the allocation of SNAs in comparison to larger schools; and if she will make a statement on the matter. [11113/26]
Amharc ar fhreagra337. Deputy Barry Ward asked the Minister for Education and Youth the actions she will take to ensure that smaller primary schools, with fewer than 100 pupils are adequately supported in terms of their SNA allocation; and if she will make a statement on the matter. [11114/26]
Amharc ar fhreagra338. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to the appeal of a school (details supplied) in relation to their current allocation of SNASs; and if she will make a statement on the matter. [11115/26]
Amharc ar fhreagra339. Deputy Barry Ward asked the Minister for Education and Youth if she will engage with the management team of a school (details supplied) in relation to their resource allocation in terms of dealing with pupils with additional needs; and if she will make a statement on the matter. [11116/26]
Amharc ar fhreagra340. Deputy Barry Ward asked the Minister for Education and Youth if she will engage with the NCSE in relation to their resource allocation in terms of dealing with pupils with additional needs for a school (details supplied); and if she will make a statement on the matter. [11117/26]
Amharc ar fhreagraI propose to take Questions Nos. 334, 335, 336, 337, 338, 339 and 340 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.
The 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.
Special needs assistants (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.
If a school feels like 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]. Each case is individually assessed and is based on the student profile of each school.
Following the outcome of the review, the NCSE can make a local special educational needs organiser (SENO) available to the school to discuss their current deployment of SNA supports in the school and to put these supports to the best advantage of the students. The NCSE in-school support service is also available to schools to offer further guidance and support.
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.
341. Deputy Séamus McGrath asked the Minister for Education and Youth if she will provide an update on the approved modular buildings for a school in Cork city (details supplied); and if she will make a statement on the matter. [11120/26]
Amharc ar fhreagraAs the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027. This list includes 12?school building?projects in County Cork.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
The accommodation needs at Togher Boys National School will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities. The department will also engage directly with the school in order to provide an optimum approach for supporting special education provision in the area.
342. Deputy James Geoghegan asked the Minister for Education and Youth her views on a matter (details supplied); and if she will make a statement on the matter. [11121/26]
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.
In order to support the NCSE and forward planning my department published Circular 0039/2025.
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.
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 has advised my department of an increasing number of children and young people who have come to their attention since the 1 October timeline. My department and the NCSE have worked on proposals to address the needs of children and young people coming forward to the NCSE after 1 October. I am pleased to say that my department is confirming that the NCSE are now in a position to issue letters of eligibility to children and young people who have made contact with them after the 1 October timeline and who meet the criteria for a special class or special school placement. The NCSE are commencing this process this week.
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.
343. Deputy James Geoghegan asked the Minister for Education and Youth further to Parliamentary Question No. 506 of 27 January 2026, if she will provide an update on the appeal underway. [11130/26]
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.
344. Deputy Mark Wall asked the Minister for Education and Youth when a child in County Kildare (details supplied) will receive a special school place; if the child's need is known to the local SENO; and if she will make a statement on the matter. [11149/26]
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.
As your query refers to an individual placement, I will arrange to have it referred 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.
345. Deputy Paul Donnelly asked the Minister for Education and Youth her Department's position on calls by an organisation (details supplied) for 'Seizure Safe Schools'; if she will meet to discuss their proposals; and if she will make a statement on the matter. [11171/26]
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.
Under the provisions of the Education Act 1998, the Board of Management is the body charged with the direct governance of a school. The Board of Management of each school is responsible for the care and safety of all of the students in their school and care and safety should be at the centre of all policy and practices. Schools are required to take all reasonable precautions to provide training for staff to ensure the safety and welfare of their pupils.
It is important that a sufficient number of school staff receive adequate training to meet the care needs of students, and adequate cover is in place where staff designated to provide essential care support is absent on any particular day. Resources should also be deployed so that students with the greatest level of need receive the greatest level of support in the school.
Where specific training is required, the school can liaise with Enable Ireland, the Health Service Executive (HSE) and Education Support Centres, at a local level to secure guidance and training to meet the care needs of the student. The school’s special education needs organiser (SENO) is also available to advise on the resources available to assist students with special educational needs including opportunities for targeted training.
Matters in relation to the provision of health-related supports for children should be generally directed to the HSE or to the Department of Children, Disability and Equality.
I received an invitation to meet with the organisation referenced by the Deputy in January and my office will liaise with the organisation to find a time and date that suits to meet.
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.
346. Deputy Peadar Tóibín asked the Minister for Education and Youth if there is a canteen in her Department headquarters; and if the Minister can provide assurances that all meat sold or provided in that canteen is of Irish origin. [11179/26]
Amharc ar fhreagraMy Department operate a canteen service on our campus in Athlone.
The current service providers are a local company A Slice Of Life Catering.
Please see the table below in relation to the origin of meat/poultry used by the company.
|
Product |
Country of Origin |
Supplier |
|
Bacon/Rashers/pudding |
Northern Ireland |
Lawlors Foods Athlone |
|
Chicken |
Germany |
Casey Foods |
|
Meat/Beef/Mince |
Ireland |
Gillivans Butchers Moate |
|
Pork Sausages |
Produced using EU pork |
Loughnanes of Galway |
347. Deputy Peadar Tóibín asked the Minister for Education and Youth whether her Department, or any agency or body under its aegis, has at any time entered into a contract, funding arrangement, partnership, service agreement, or other working relationship with the organisation (details supplied); the nature and duration of any such engagement; and if she will make a statement on the matter. [11213/26]
Amharc ar fhreagraThe Department of Education and Youth has provided funding towards the organisation in question’s annual Stand Up Awareness Campaign since 2013. The objective of the campaign is to prevent and tackle homophobic and transphobic bullying in schools, increase respect for diversity and LGBT identities and thereby reduce the potential for mental health difficulties among LGBT students.
The department provided the following funding to the organisation during the years specified:
|
Table: Funding to support Stand Up Awareness Campaign 2020-2025 |
|
|
Year |
Funding Amount |
|
2020 |
€58,000 |
|
2021 |
€58,000 |
|
2022 |
€58,000 |
|
2023 |
€90,000 |
|
2024 |
€90,000 |
|
2025 |
€90,000 |
This was in fulfilment of the commitment made in the 2013 Action Plan on Bullying to support Stand Up Awareness Week, and the continued commitment in its 2022 successor Cineáltas: Action Plan on Bullying to support Stand Up Awareness Week. The organisation makes a funding request for Stand Up Awareness Week each year which is considered by the department. A service level agreement is in place when funding is agreed.
It is a matter for the management of each school to decide on the appropriateness of programmes and pilot projects and seeking external facilitators in promoting wellbeing. The department advises schools to refer to Circulars 0042/2018 and 0043/2018 if considering collaboration with external agencies.
The organisation in question also receives funding from the department under the Youth Services Grant Scheme (YSGS). The YSGS funds national youth organisations to enable them to deliver quality services to young people that support their social and personal development. Organisations funded under the scheme vary considerably in scale and in their activities. A number cater to specific cohorts of young people or to specific interests. These include, for example, scouting and guiding organisations, organisations that specialise in youth work through Irish, and organisations that seek to meet the youth work needs of groups such as rural young people, LGBTI+ young people, and Traveller and Roma young people.
As a national youth organisation funded under YSGS, the organisation in question has also been eligible to apply for and has been awarded funding under the youth services capital fund in recent years. The organisation in question was allocated capital funding in 2022, 2023 and 2025. Details of these grants are set out below. Each grant is subject to a grant agreement signed on behalf of the department and the funded organisation setting out the terms and conditions of funding.
|
Table: Youth funding to the organisation 2020-2025 |
|
|
|
Year |
YSGS grant |
Youth services capital grant |
|
2020 |
€165,640 |
€18,559.11 |
|
2021 |
€218,922 |
€17,145.12 |
|
2022 |
€225,490 |
€10,127 |
|
2023 |
€234,510 |
€19,975.37 |
|
2024 |
€246,236 |
- |
|
2025 |
€259,779 |
€12,500 |
Additionally, the Strategy and Development Unit of the department invited representatives from the organisation in question to attend a stakeholder engagement workshop for the development of the last Statement of Strategy.
Jigsaw, in partnership with the National Educational Psychological Service (NEPS)/Department of Education & Youth, provides a comprehensive suite of mental health and wellbeing resources, training and programmes for post-primary schools through Neart. Neart supports schools to provide learning opportunities for students to promote mental health and wellbeing, as well as mental health webinars and eLearning courses for school staff, Student Support Teams and parents. On 13 May 2025 Neart hosted a webinar ‘Supporting the mental health of LGBTQ+ young people’ in partnership with the organisation in question. A full outline of all Neart supports and resources on offer for the 2025/26 academic year is available here [Neart Programme Areas 2025-2026].
Gaisce, the President’s Award has partnered with the organisation in question in the past on programmes including Gaisce's Like Minded project. The organisation provided input to Gaisce's panel discussions on inclusivity in the Award in 2022 and 2023. Gaisce has previously promoted the organisation’s Stand Up Awareness week on its social media channels and occasionally promotes the organisation’s courses. Gaisce has no formal agreement in place with the organisation in question.
348. Deputy Peadar Tóibín asked the Minister for Education and Youth whether her Department, or any agency or body under its aegis, has worked with, supported, promoted, facilitated, or otherwise engaged with schools in relation to participation in a programme (details supplied); whether schools have been encouraged or assisted to participate in this programme through her Department; and if she will make a statement on the matter. [11214/26]
Amharc ar fhreagraCineáltas: Action Plan on Bullying was published on 1st December 2022. Cineáltas is my department’s whole-education approach to preventing and addressing bullying behaviour in schools.
Cineáltas is dedicated to the prevention and addressing of bullying behaviour including cyber bullying, racist bullying, gender identity bullying and sexual harassment, among other areas, in schools. It is centred on a child rights-based approach and provides a collective vision and clear roadmap for how the whole education community and society can work together to prevent and address bullying behaviour in our schools.
Cineáltas incorporates each of the nine components of UNESCO’s Whole Education Approach to prevent and address bullying behaviour. It is rooted in four key principles: prevention, support, oversight and community.
My department has provided funding towards the annual Belong To Stand Up Awareness Campaign since 2013.
The objective of the campaign is to prevent and tackle homophobic and transphobic bullying in schools, increase respect for diversity and LGBT identities and thereby reduce the potential for mental health difficulties among LGBT students.
This is in fulfilment of the commitment made in the 2013 Action Plan on Bullying to support Stand Up Awareness Week, and the continued commitment in Cineáltas to support Stand Up Awareness Week.
While my department does not fund the Quality Mark programme, a school could decide to fund this programme from their own resources.
It is a matter for the management of each school to decide on the appropriateness of programmes and pilot projects and seeking external facilitators in promoting wellbeing.
My department advises schools to refer to Circulars 0042/2018 and 0043/2018 if considering collaboration with external agencies.
349. Deputy John Connolly asked the Minister for Education and Youth the status of measures to address pay equity concerns for principals of special schools (details supplied); the expected timelines for resolving outstanding matters including the payment of the special school allowance, the reinstatement of the special education diploma allowance, and the completion of costings for payments to principals for staff managed; and if she will make a statement on the matter. [11275/26]
Amharc ar fhreagraThe Minister of Education and Youth is keenly aware of the valuable work that Principals and Teachers within Special Schools do in supporting pupils with special education needs. The Minister recognises the very important work done by the Principals and Teachers in the running of these schools.
Please note that additional amendments to Teacher Terms and Conditions, including pay and allowances, give rise to significant cost issues and can only be achieved through engagement and collective bargaining agreements between the Government and the public service unions or through the Teachers Conciliation Council (TCC) forum.
The current pay agreement, Public Service Agreement (PSA) 2024-2026, contains a local bargaining provision which under which employers and trade unions/associations may negotiate additional changes in rates of pay and/or conditions of employment.
This is one of the matters that may come under consideration under the local bargaining provision of the PSA 2024-2026, and as such matters under industrial relations processes are confidential to the parties, it would not be appropriate for the Minister to comment any further at this time.
