Written Answers Nos. 661-680
661. Deputy Joe Neville asked the Minister for Education and Youth if her Department will allocate an additional class to a school (details supplied) given the number of students in the area still awaiting a school place for the upcoming academic year; and if she will make a statement on the matter. [12347/26]
Amharc ar fhreagraI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority of mine.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
My department is aware of enrolment pressures at primary level in Leixlip school planning area for the 2026/27 school year. As the Deputy will be aware, an additional junior infant class was sanctioned by my Department at Scoil Bhríde for September 2026. An additional class is not being advanced at present at the school referred by the Deputy, as the overall projected demographics of the Leixlip school planning area does not warrant expansion at both schools, and the required accommodation would entail the repurposing of existing support spaces.
While the department is aware of enrolment pressures and demand for additional school places in some areas, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
• Duplication of applications
• School of choice
• Single sex schools
• External draw
Notwithstanding the above, in some areas demographic pressures and other factors are driving a requirement for additional school places.
I wish to advise the Deputy that department officials have been in contact with primary schools in the Leixlip school planning area and have requested admissions data for September 2026 to be submitted for further analysis. My department will ensure that there are sufficient school places available and will put any required solutions in place. Families can be assured that all children who require a school place will be provided with one.
662. Deputy Pádraig Rice asked the Minister for Education and Youth if plans have advanced for a new school building in Cork (details supplied); the status of the project; the way in which her Department plans to support the delivery of the five approved autism classes in the absence of a permanent building; and if she will make a statement on the matter. [12395/26]
Amharc ar fhreagraThe major project for the school referred to by the Deputy is currently at Stage 1 – preliminary design (assessment of site and location suitability and initial sketch scheme).
As part of the Stage 1 process the Design Team submit a Stage 1 Report to my Department. A preferred design option, including the scope and extent of works to be carried out form part of this report.
At the Stage 1 stakeholders meeting it was agreed that the Design Team would explore further design layout options and prepare a Stage 1 Addendum Report.
The Stage 1 Addendum Report has been received and is currently under review by Department officials.
As 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 projects in County Cork.
These projects are in addition to €767.68 million in capital funding for Cork schools between 2020 and 2025. Over that period, a total of 157 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 20 school projects in Cork 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.
I recognise 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.
In addition, since 2020 a total of 332 special classes have been opened in Cork, 26 of which were sanctioned for September 2026.
The accommodation needs at Owenabue ETNS will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
663. Deputy Pádraig Rice asked the Minister for Education and Youth further to Parliamentary Question No. 855 of 4 November 2025, if her Department will provide an update on the discussions with University College Cork about a proposed course (details supplied); and if she will make a statement on the matter. [12397/26]
Amharc ar fhreagraNumerous discussions took place between department officials and University College Cork (UCC) over the past several months regarding a postgraduate programme of primary Initial Teacher Education. As the Deputy has outlined, UCC initially made a proposal to run a Professional Master of Education (PME)(Primary) through English. The department outlined to the college that this would be unlikely to gain approval and that the department would look more favourably on new programmes being introduced in areas which are line with departmental priorities, giving due regard to teacher supply and demand.
It was in that context that UCC subsequently made a proposal to run a Máistir Gairmiúil san Oideachas (MGO)(Bunscoil) through Irish. It was the department’s understanding that this request had developed on from, and replaced, the request to run a PME (Primary) through English. The proposal that was submitted to me for consideration therefore related to the proposed MGO through Irish. Last week, I granted approval to UCC to seek accreditation from the Teaching Council for this programme, confirmation of which has been sent to both UCC and the Teaching Council.
664. Deputy Matt Carthy asked the Minister for Education and Youth further to Parliamentary Question No. 1047 of 13 January 2026, the status of the application for additional accommodation at a school (details supplied); the implications for this application considering that it was not included in the prioritised projects of the NDP sectoral plan; her proposals to address the severe pressure on the school at present; and if she will make a statement on the matter. [12398/26]
Amharc ar fhreagraIn September 2025 the Department received an application for funding under the Additional School Accommodation (ASA) scheme from the school referred to by the Deputy for a Music room, Textiles room, Design and Computer Graphics room, Multimedia room and a Science lab and Prep area.
The school had previously received approval for a traditional build project for a Home economics room, an Engineering room and prep area, and a Construction studies prep area, and this project is currently at stage 2b.
In addition, the school was approved two modular Mainstream classrooms in 2023, and this project is now complete.
The school in question also submitted an application under the ASA scheme in February 2025, for special class accommodation and a replacement mainstream classroom. The school had requested that this accommodation be added to their traditional build project. However given the delays this would have entailed, the school agreed to allow its ongoing project to proceed, and to have its accommodation needs reviewed at a later stage. The school were advised as an interim measure, that they could apply for funding to reconfigure current accommodation for a special class.
Since 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of almost 1,400 school building projects along with over 4,000 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goal.
Following a total capital allocation of €1.6 billion for 2025, the Government announced a further capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation, my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. The approach will be to continue to maximise the capacity of the existing school estate. Re-purposing and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. To support the delivery of special classes in good time, a new streamlined approach to funding was made available to re-purpose existing accommodation for SEN in 2025. Further information on SEN re-purposing supports can be accessed on [www.gov.ie]. The department will continue to engage directly with the school in order to provide an optimum approach for supporting special education provision in the area.
The school’s applications for additional accommodation are currently being considered in this context, and once a decision has been made the school will be informed directly in the first instance.
665. Deputy Darren O'Rourke asked the Minister for Education and Youth the number of students who have availed of home tuition due to having no school place for the year 2020 to 2025, in tabular form; and if she will make a statement on the matter. [12399/26]
Amharc ar fhreagraThe No School Place Home Tuition Grant Scheme is available to provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. Home tuition is provided as a temporary educational measure for a child who is:
• temporarily without a school place, or
• without the offer of a school place and
• who is actively seeking a place in a school recognised by the department
It is a short-term measure and should not be regarded as an optional alternative to a school placement. The NSP Home Tuition Scheme provides tuition for a maximum of 12 weeks of 9 hours tuition per week. A re-application may be made when the number of tuition weeks have elapsed.
The Children in Care (CIC) Home Tuition Grant Scheme is provided for children in care who are without a school place due to emergency placement or placement disruption. Provision of tuition under this strand is for a maximum of 9 hours per week for 6 weeks after which a further application may be made.
The following data-table represents the number of children who have availed of home tuition due to having no school place for the school-academic years 2020 to 2025
|
Year |
No School Place |
Children in Care |
|
2020/2021 |
159 |
17 |
|
2021/2022 |
91 |
13 |
|
2022/2023 |
174 |
14 |
|
2023/2024 |
185 |
8 |
|
2024/2025 |
185 |
11 |
|
2025/2026* |
137 |
7 |
*Information correct as of 13/02/2026
666. Deputy Darren O'Rourke asked the Minister for Education and Youth the number of students who have availed of home tuition for mental health reasons for the years 2020 to 2025, in tabular form; and if she will make a statement on the matter. [12400/26]
Amharc ar fhreagraMy Department's Home Tuition Grant Schemes provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school.
The purpose of the Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for:
Pre-School Children with autism who meet the scheme’s eligibility criteria
Children seeking a Special School or Special Class placement
Students, enrolled in schools, with a significant medical condition, which has caused, and is likely to continue to cause, major disruption to their attendance at school
Students, enrolled in schools, with school phobia and/or associated depression/anxiety, which has caused, and is likely to continue to cause, major disruption to their attendance at school
Under category d above, in exceptional cases the Department will consider home tuition applications on behalf of students with diagnoses of school phobia and/or associated depression/anxiety which has caused, and is likely to continue to cause, major disruption to their attendance at school. This exception will only apply where a continued absence from school is required to facilitate appropriate medical or therapeutic intervention with a view to the reintegration of the student in their school.
In relation to applications in respect of students with diagnoses of school phobia and/or associated depression/anxiety, the principle that home tuition cannot be provided as an alternative to school applies.
Eligibility in exceptional cases is assessed having regard to, although not limited to, the following criteria:
• The student’s attendance levels during the previous school year.
• Psychologist’s/psychiatrist’s report which should
i. Clearly confirm a diagnosis of school phobia and/or associated depression/anxiety.
ii. Provide details of medical or therapeutic intervention plans in place with a view to reintegrate the student back into his/her school.
• Details of engagement with the relevant support agencies (e.g. School, National Educational Psychological Service (NEPS), Education Welfare Officer (EWO), Child and Adolescent Mental Health Services (CAMHS), TUSLA (Child and Family Agency), HSE, NCSE).
The following table outlines the number of applications from 2020-2025 submitted under category d of Home Tuition Grant Scheme where a grant was sanctioned:
|
School Year |
No. of Applications Sanctioned |
|
2020/2021 |
347 |
|
2021/2022 |
387 |
|
2022/2023 |
418 |
|
2023/2024 |
398 |
|
2024/2025 |
515 |
667. Deputy Ruth Coppinger asked the Minister for Education and Youth the number of early intervention classes in special schools, by county in each of the years 2017 to 2026, in tabular form; and if she will make a statement on the matter. [12401/26]
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.
A breakdown of special classes including class type for the years requested is available on the NCSE website.
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.
668. Deputy John Paul O'Shea asked the Minister for Education and Youth the reason for the reduction of two mainstream special needs assistant (SNA) posts in a primary school (details supplied) following a recent SNA review; the way in which her Department ensures that the ongoing behavioural, emotional and care needs of children in mainstream settings are adequately considered during such reviews; if she will review this decision in light of the impact it will have on pupils’ education and wellbeing; and if she will make a statement on the matter. [12402/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. By the end of the 2026/27 school year, this number will be close to 25,000 across mainstream classes, special classes, and special schools.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period.
SNAs work as part of a whole-school team to support students with special educational needs. This team also includes nearly 22,000 special education teachers nationwide.
The number of SNAs a school needs can change for different reasons, such as changes in student numbers, changes in individual care needs, or students moving from primary to post-primary school.
When the NCSE reviews SNA allocations, it looks closely at the care needs of students in each school. This helps make sure that SNA support goes where it is most needed.
The role of the SNA is set out in DEY Circular 30/2014 and the NCSE process for SNA reviews is consistent with its provisions.
Every SNA review undertaken by the NCSE is a detailed and specific review of the care needs profile in that individual school. Where the NCSE identify during the review that the care needs have increased in an individual schools the necessary SNA resources to support those needs schools are provided.
Minister Naughton and I have listened carefully to all of the issues raised by parents and school communities in recent days. In light of concerns raised we have paused the review of the SNA allocations.
Minister Naughton, myself, the Tánaiste and the Taoiseach are engaging intensively to ensure that all of the concerns raised are really understood and children with special educational needs are fully supported.
No further letters on SNA review outcomes will issue until these engagements have concluded in the coming weeks.
The 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.
669. Deputy Erin McGreehan asked the Minister for Education and Youth to provide a list of all organisations and projects that received matched and/or partner funding from her Department in 2023, 2024 and 2025; the amount of funding allocated to each organisation or project; what was achieved and the stated outcomes from the funding provided in each case; the plans her Department has for the provision of matched and partner funding in 2026 and 2027 including the way such funding aligns with his/her Department’s philanthropy policy and objectives; and if she will make a statement on the matter. [12411/26]
Amharc ar fhreagraMy department is not in a position to answer this parliamentary question at present as I am awaiting additional information requested. A reply will be provided once the information has been received.
670. Deputy Eoin Ó Broin asked the Minister for Education and Youth the reason letters of eligibility for young people with special educational needs are tied to the 1 October date given assessments occur all year; if she is aware that this new process is causing distress to parents; if she plans to review the process; and if she will make a statement on the matter. [12419/26]
Amharc ar fhreagra671. Deputy Eoin Ó Broin asked the Minister for Education and Youth if she is aware there are currently young people in Dublin mid-west with diagnoses who are precluded from applying for a school place as a consequence of the 1 October cut-off date for eligibility letters; if she is aware there are also young people with diagnoses and offers of long-awaited school places in appropriate settings, who are unable to accept the place as a direct consequence of the eligibility letter cut-off date; if she will provide guidance to parents in navigating this situation; if commitments available in such cases regarding appropriate school places for the next school year given these situations are not the fault of the parents or children with disabilities; and if she will make a statement on the matter. [12420/26]
Amharc ar fhreagra672. Deputy Eoin Ó Broin asked the Minister for Education and Youth to outline the available supports and the route for access for the supports available for educational provision to young people with special educational needs who cannot secure appropriate school places due to not having a letter of eligibility; and if she will make a statement on the matter. [12421/26]
Amharc ar fhreagraI propose to take Questions Nos. 670, 671 and 672 together.
This 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 National Council for Special Education (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 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 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 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. In response 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 has commenced this process.
Each school prepares and publishes their own admissions policy and runs their own admissions process in line with the Admissions Act. Individual schools will determine the outcome of applications received by them in accordance with their own admissions policy and procedures. I want to reassure families that they will be supported in seeking a placement and that no child or young person should be prevented from starting school. There are a wide range of supports in mainstream classes, special classes and special schools for children and young people with additional needs.
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 ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
673. Deputy Thomas Gould asked the Minister for Education and Youth to urgently review the case of a school (details supplied) that has suffered a significant loss in SNA numbers for the upcoming school year [12452/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. By the end of the 2026/27 school year, this number will be close to 25,000 across mainstream classes, special classes, and special schools.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period.
SNAs work as part of a whole-school team to support students with special educational needs. This team also includes nearly 22,000 special education teachers nationwide.
The number of SNAs a school needs can change for different reasons, such as changes in student numbers, changes in individual care needs, or students moving from primary to post-primary school.
When the NCSE reviews SNA allocations, it looks closely at the care needs of students in each school. This helps make sure that SNA support goes where it is most needed.
The role of the SNA is set out in DEY Circular 30/2014 and the NCSE process for SNA reviews is consistent with its provisions.
Every SNA review undertaken by the NCSE is a detailed and specific review of the care needs profile in that individual school. Where the NCSE identify during the review that the care needs have increased in an individual schools the necessary SNA resources to support those needs schools are provided.
Minister Naughton and I have listened carefully to all of the issues raised by parents and school communities in recent days. In light of concerns raised we have paused the review of the SNA allocations.
Minister Naughton, myself, the Tánaiste and the Taoiseach are engaging intensively to ensure that all of the concerns raised are really understood and children with special educational needs are fully supported.
No further letters on SNA review outcomes will issue until these engagements have concluded in the coming weeks.
The 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.
674. Deputy Paul Lawless asked the Minister for Education and Youth the working definition of the term ‘social justice’ as used by the National Council for Curriculum and Assessment in its 2022-2025 Strategic Plan (details supplied); to detail how this definition is operationalised in curriculum design, including reference to any underlying theoretical frameworks, authors or academic traditions on which the NCCA relies; and if she will make a statement on the matter. [12492/26]
Amharc ar fhreagraThe term ‘social justice’ is used in the NCCA’s 2022-2025 Strategic Plan and in a number of curriculum specifications developed during that period. These include the updated [Aistear: the Early Childhood Curriculum Framework] (2024) (www.curriculumonline.ie/early-childhood/aistear-2024/); the [Social and Environmental Education specification] (2025) (www.curriculumonline.ie/primary/curriculum-areas/updated-social-and-environmental-education/); and the [Wellbeing specification] (2025) (www.curriculumonline.ie/primary/curriculum-areas/updated-wellbeing/|). Social justice is defined in these as: …fair and equitable distribution of resources, opportunities and privileges within a society, ensuring that all individuals have equal access to basic needs and opportunities.
The understanding of the term ‘social justice’ as used across the Council’s curriculum and assessment work emerges through an iterative process drawing on:
• commissioned research and literature reviews
• international educational frameworks and rights-based approaches
• stakeholder consultation and deliberation
• existing Irish curriculum policy and guidance.
The Council’s curriculum and assessment development work positions education as contributing to a democratic, equitable and just society and emphasises children and young people’s rights, participation, inclusion and sense of belonging. Concepts associated with social justice are reflected in overarching frameworks and advice developed to guide the detailed work on specifications. This includes:
• the vision and purpose of the curriculum
• principles such as those of Inclusive education and diversity, Engagement and participation, and Relationships (Primary Curriculum Framework); and Inclusive education and diversity, and Participation and citizenship (Senior Cycle specifications).
• key competencies such as Being an active citizen (Primary Curriculum Framework) which includes acting with regard for human rights, equity, social justice and sustainable development; and Participating in society (Senior Cycle Key Competencies) which includes acting ethically, informed by individual and collective rights and responsibilities, and showing solidarity where there is inequity and injustice.
In the case of social justice, these provide the conceptual anchor for specifications developed for curriculum areas, subjects, modules and programmes. Each curriculum specification is developed in response to a Brief which is approved by the NCCA Council.
NCCA’s curriculum and assessment advice is evidence-informed. The Council uses a wide range of research to inform its work. In the case of the concept of ‘social justice’, this research includes but is not limited to:
• a [systematic literature review] (www.ncca.ie/media/6229/ncca_a-systematic-literature-review-to-support-the-curriculum-specification-development-for-the-area-of-wellbeing.pdf) undertaken by researchers in Mary Immaculate College and used to inform the conceptual framing of the Primary Curriculum Wellbeing specification.
• a [systematic literature review] (www.ncca.ie/media/6401/literature-review-for-social-and-environmental-education.pdf) of research and scholarship in Geography, History and Education about Religions and Beliefs in the context of the redeveloped Primary School Curriculum carried out by researchers in Dublin City University and Trinity College Dublin to support the development of a specification for Social and Environmental Education.
• a [literature review] (www.ncca.ie/media/5915/literature-review-to-support-the-updating-of-aistear-the-early-childhood-curriculum-framework-jan-2023.pdf) carried out by researchers in Dublin City University to support the updating of Aistear: the Early Childhood Curriculum Framework.
• research on the technical form used when designing curriculum specifications for senior cycle.
• a literature review conducted by researchers in Dublin City University. This review synthesised international scholarship across intercultural and multicultural education, anti-racism education, human rights education, global citizenship education and education for sustainable development. The references cited above do not represent a single theoretical tradition; rather, they provide a broad evidence base commonly used in contemporary curriculum design.
NCCA’s curriculum and assessment development work also draws on widely used international educational frameworks that have shaped how concepts such as equity, participation and justice are understood in contemporary curriculum policy.
Across the United Nations and UNESCO rights-based approaches, the OECD work on equity and global competence, and the Council of Europe frameworks on democratic culture and human rights education, there is a consistent framing of education as contributing to inclusive and equitable societies, supporting children and young people to understand rights and responsibilities, participate meaningfully in civic and community life, and engage with diversity and global challenges. Within these traditions, social justice is not typically defined as a standalone curricular topic; rather, it is articulated through related constructs such as human rights, democratic participation, inclusion, equity of access to education and respect for diversity. This wider international policy context contributes to the framing used in Irish curriculum development.
The NCCA publishes all draft curriculum specifications for public consultation and uses a variety of methods to gather feedback. The feedback is analysed and reported on, and used by Development Groups, Boards and the Council to finalise the specifications.
This approach to curriculum and assessment development means that all specifications ultimately approved by the Minister for Education and Youth have been published for national public consultation. Drafts are available for public scrutiny and feedback is gathered through surveys, written submissions, focus groups, bilateral meetings, school/setting visits, and national consultative events. Consultation reports present the range and focus of the feedback received.
In the case of ‘social justice’, feedback can refer to related concepts and values in draft specifications, including inclusion, diversity, anti-discrimination, fairness, dignity and respect, empathy, compassion, participation, human rights, child/student agency and active citizenship. Feedback received informs the refinement and finalisation of specifications.
The Council’s current work also reflects continuity with earlier curriculum policy. This includes the Intercultural Education Guidelines (www.curriculumonline.ie/getmedia/236745b0-a222-4b2a-80b1-42db0a3c7e4c/Intercultural-Education-in-Primary-School_Guidelines.pdf0) —Primary Schools (2005) and [Intercultural Education Guidelines—Post-primary Schools (www.ncca.ie/media/1976/intercultural_education_in_the_post-primary_school.pdf)] (2006), which positioned education as a key mechanism for promoting equality, human rights, inclusion and respect for diversity within school communities.
It also builds on the longstanding orientation of the [Primary School Curriculum (www.curriculumonline.ie/primary/1999-primary-school-curriculum/)] (1999), which frames education as supporting the child’s development as a social being and emphasises equality and fairness of access, respect for diversity and pluralism, partnership in education, and the child’s capacity to contribute to society and participate in civic life. Likewise in post-primary education, current work builds on the reform of educational provision for the [Junior Cycle stage of education (2012-2019)] (www.curriculumonline.ie/junior-cycle/curriculum/) and the significant curriculum development work on the [senior cycle stage of education] (www.curriculumonline.ie/junior-cycle/curriculum/) in the 1990s.
Taken together, these foundations established the use of social justice–related concepts within Irish curriculum discourse and provided an important basis for subsequent curriculum redevelopment, including the framing of wellbeing, inclusion and active citizenship in more recent specifications.
The list below includes further links to material referenced above.
• United Nations / UNESCO: A human rights-based approach to education for all: a framework for the realization of children’s right to education and rights within education UNICEF & UNESCO (2007.)
• Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4 UNESCO (2016).
• UNESCO – Human rights and education (policy overview and resources)
• OECD Global Competence Framework (PISA 2018): Knowledge, skills, attitudes and values for an interconnected world.
• Council of Europe: Reference Framework of Competences for Democratic Culture (RFCDC): Volume 1 – Context, concepts and model; Volume 2 – Descriptors; Volume 3 – Guidance for implementation. Council of Europe (2018)
Other sources
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Luke, A., Woods, A. and Weir, K. (2013). Curriculum syllabus design and equity : a primer and model. New York: Routledge
McGuinness, C. (2018). Research-Informed Analysis of 21st Century Competencies in a Redeveloped Primary Curriculum. NCCA.
McGuinness, C. (2023). Student Competencies in a Redeveloped Senior Cycle. NCCA.
Petrina, S. (2004). The Politics of Curriculum and Instructional Design/Theory/Form: Critical Problems, Projects, Units, and Modules. Interchange, 35(1), pp.81–126. doi:https://doi.org/10.1023/b:inch.0000039022.53130.d5.
Ring, E., O’Sullivan, L., Ryan, M., and Burke, P. (2018). A Melange or a Mosaic of Theories? How Theoretical Perspectives on Children’s Learning and Development Can Inform a Responsive Pedagogy in a Redeveloped Primary School Curriculum. NCCA.
Sinnema, C. and Aitkin, G. (2013). Emerging International Trends in Curriculum. In: M. Priestley and G. Biesta, eds., Reinventing the Curriculum: New Trends in Curriculum Policy and Practice. London and New York: Bloomsbury, pp.141–163.
Taba, H. (1962). Curriculum development: theory and practice. London: Harcourt Brace.
675. Deputy Paul Lawless asked the Minister for Education and Youth whether the NCCA has undertaken any analysis of the potential implications of multiple, divergent stakeholder interpretations of the term ‘social justice’ as used in its Strategic Plan and curriculum specifications, particularly in terms of how such divergence may affect the intelligibility of stated curriculum aims and principles for participants in public consultations; and if she will make a statement on the matter. [12493/26]
Amharc ar fhreagraThe NCCA is attentive to the importance of clarity and accessibility in curriculum terminology, including terms such as ‘social justice’.
The NCCA publishes all draft curriculum specifications for public consultation and uses a variety of methods to gather feedback. The feedback is analysed and reported on, and used by Development Groups, Boards and the Council to finalise the specifications. The Council’s strategic plans are also published for consultation and finalised using the feedback received. Where terms, principles or curriculum aims appear to contribute to divergent interpretations, these are reviewed and updated where and if helpful.
In more recent years, in the case of new curriculum specifications, the NCCA carries out early enactment reviews which provide an opportunity to learn from schools’ experience with the curriculum. This is another opportunity to revisit terms, principles or curriculum aims where and if helpful.
The NCCA will continue to monitor stakeholder understanding and interpretation of terminology used in specifications as part of its ongoing curriculum development and review processes.
676. Deputy Pearse Doherty asked the Minister for Education and Youth to examine the case for provision of an additional ASD room in a school (details supplied); and if she will make a statement on the matter. [12497/26]
Amharc ar fhreagraThe school to which the Deputy refers was approved to enter my Department’s pipeline of school buildings for a project to provide a one classroom special educational needs (SEN) base under the Additional School Accommodation (ASA) Scheme. This project was devolved to the school authority for delivery.
This project is currently at Stage 1 (preliminary design). My Department currently awaits the submission of the stage 1 report by the school authority. Once received the report will be reviewed from both a technical and cost perspective in accordance with the requirements of the Infrastructure Guidelines. All projects, including this one, will undergo the necessary due diligence outlined in the Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
As 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.
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.
I recognise 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 this school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
677. Deputy Shane Moynihan asked the Minister for Education and Youth when the new DEIS plan will be published; and if she will make a statement on the matter. [12551/26]
Amharc ar fhreagraTackling educational disadvantage and helping students reach their full potential is a key priority for me as Minister for Education and Youth.
The DEIS programme is a key policy initiative of Government to address concentrated educational disadvantage at school level. It provides a range of targeted support in addition to universal supports available to all schools, such as such as free schoolbooks, free hot school meals, wellbeing supports for students through the National Educational Psychological Service (NEPS), additional teaching hours under the English as an Additional Language (EAL) scheme and advisory support from the Department’s Inspectorate.
It is a goal of this Government to reduce educational disadvantage and promote equity across Irish schools, focusing particularly on vulnerable groups including children from lower socio-economic backgrounds, children living in homelessness, Travellers, and Roma and migrant communities.
Currently, the DEIS programme supports almost 1,200 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 the new DEIS Strategy and introduce the DEIS Plus scheme.
The new DEIS Strategy which will include a DEIS Plus scheme will be published in quarter 1, 2026. This strategy will focus on improving the opportunities and achievement levels of children at risk of educational disadvantage, developing more innovative approaches to tackling education disadvantage, and working towards a more flexible system of supports to ensure that a school can receive the right support at the right time.
678. Deputy Ruth Coppinger asked the Minister for Education and Youth to consider the creation of a second ASD class in a school (details supplied); and if she will make a statement on the matter. [12552/26]
Amharc ar fhreagra679. Deputy Ruth Coppinger asked the Minister for Education and Youth her current plans to increase the places available in ASD classes for girls in a particular area (details supplied); and if she will make a statement on the matter. [12553/26]
Amharc ar fhreagraI propose to take Questions Nos. 678 and 679 together.
This 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.
My department and the National Council for Special Education (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.
Of the 301 new special classes, 199 are being established in primary schools and 102 in post-primary schools. New special classes are being established in every county with 71 new special classes confirmed for Dublin so far. Further details on additional new special classes will be confirmed in the coming weeks.
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.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
680. Deputy Séamus McGrath asked the Minister for Education and Youth to provide an update on the issues raised in relation to a school (details supplied). [12554/26]
Amharc ar fhreagraThe major project for the school referred to by the Deputy is currently at Stage 1 – preliminary design (assessment of site and location suitability and initial sketch scheme).
As part of the Stage 1 process the Design Team submit a Stage 1 Report to my Department. A preferred design option, including the scope and extent of works to be carried out form part of this report.
At the Stage 1 stakeholders meeting it was agreed that the Design Team would explore further design layout options and prepare a Stage 1 Addendum Report.
The Stage 1 Addendum Report has been received and is currently under review by Department officials.
As 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 projects in County Cork.
These projects are in addition to €767.68 million in capital funding for Cork schools between 2020 and 2025. Over that period, a total of 157 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 20 school projects in Cork 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.
I recognise 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.
In addition, since 2020 a total of 332 special classes have been opened in Cork, 26 of which were sanctioned for September 2026.
The accommodation needs at Owenabue ETNS will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
