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Thursday, 19 Feb 2026

Written Answers Nos. 362-383

Special Educational Needs

Ceisteanna (362, 363)

Ken O'Flynn

Ceist:

362. Deputy Ken O'Flynn asked the Minister for Education and Youth whether any formal or informal guidance has been issued by her Department or by the National Council for Special Education in the 2025–26 review cycle indicating that pupils in fifth and sixth class in mainstream primary settings should not be considered eligible for special needs assistant support solely by reference to their class level; and if she will make a statement on the matter. [13779/26]

Amharc ar fhreagra

Ken O'Flynn

Ceist:

363. Deputy Ken O'Flynn asked the Minister for Education and Youth whether the eligibility criteria for special needs assistant allocation are based exclusively on documented care needs rather than age or class grouping; and to outline the current policy position governing this. [13780/26]

Amharc ar fhreagra

Freagraí scríofa

I propose to take Questions Nos. 362 and 363 together.

The 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 I as minister have paused the review of the SNA allocations.

Minister Naughton and I, 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.

Question No. 363 answered with Question No. 362.
Question No. 364 answered with Question No. 329.
Question No. 365 answered with Question No. 319.

Special Educational Needs

Ceisteanna (366)

Ken O'Flynn

Ceist:

366. Deputy Ken O'Flynn asked the Minister for Education and Youth whether her Department has conducted any review of the operation of the SNA redeployment scheme for the 2025–2026 school year; to provide the number of SNA posts redeployed nationally in that period; and to outline how redeployment interacts with reductions notified to schools. [13783/26]

Amharc ar fhreagra

Freagraí scríofa

I know the central role that special needs assistants (SNAs) play in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential. 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.

A breakdown of the number of SNAs allocated to mainstream (as well as special schools) annually from school year 2012/2013 is available on the NCSE website.

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.

Where an NCSE review identifies a decrease in the level of care need in a school and where this decrease is significant, it results in a reduction in the SNA allocation to that school. Schools that are not satisfied with the outcome of their SNA review may avail of the NCSE’s internal appeal mechanism. Furthermore, where a school is not satisfied with the outcome of the appeal on the basis that they consider the process was not followed, the school can refer the matter to the independently chaired Appeals Advisory Committee (AAC). Further information on these processes is available from the NCSE website: www.ncse.ie

No SNAs are being removed from any school in this school year with any change only coming into effect for the start of the 2026/27 school year.

While the NCSE allocation and review processes are essential to ensure SNA support is provided where it is most needed, my department is mindful of the impact of a reduction in allocation on SNAs personally. This is among the reasons my department is working with the NCSE to develop an SNA redeployment scheme. This important policy initiative which is in the final stages of development will ensure that as far as possible, competent, knowledgeable, and experienced SNAs are retained in our schools.

The SNA redeployment scheme is being implemented for the 2025/26 school year, providing an opportunity for redeployment of SNAs as the need arises for the start of the 2026/27 school year. It is important to note that SNAs in surplus posts identified through the NCSE’s SNA Review process will remain in the relevant school for the rest of the 2025/26 academic year. Assuming no change to SNA allocations in the meantime, eligible SNAs in standard posts (both full-time and part-time) who opt for redeployment may be redeployed to a new post in September 2026.

Updates and final details of the SNA Redeployment Scheme, including a circular and comprehensive guidelines, will be published on the NCSE website and the SNA Information Hub on www.gov.ie as work progresses.

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

Question No. 367 answered with Question No. 329.

School Admissions

Ceisteanna (368)

Eoghan Kenny

Ceist:

368. Deputy Eoghan Kenny asked the Minister for Education and Youth if her Department and the NCSE will engage with a person (details supplied) to ensure an appropriate school place is provided; and if she will make a statement on the matter. [13797/26]

Amharc ar fhreagra

Freagraí scríofa

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.

Departmental Strategies

Ceisteanna (369)

Malcolm Byrne

Ceist:

369. Deputy Malcolm Byrne asked the Minister for Education and Youth what will happen when the current public-private partnerships in operation in schools cease; and if she will make a statement on the matter. [13826/26]

Amharc ar fhreagra

Freagraí scríofa

I refer to the Deputy’s enquiry concerning the above topic.

My department has six separate contracts, - or Project Agreements -, for Public Private Partnership schools (PPPs). These particular Project Agreements relate to 32 schools (29 post primary schools and 3 primary schools). There is also a Project Agreement with one Institute of Further Education. The Project Agreements are with a number of facility management service providers.

The Project Agreements are for a duration of 25-years, the first of which is due to cease in Q4 2027.

Prior to the PPP agreements ceasing, my department will be in contact with the relevant stakeholders, including the National Development Finance Agency (NDFA) who liaise with the PPP Companies on behalf of my department, to discuss the arrangements relevant to each school going forward.

Departmental Investigations

Ceisteanna (370)

Darren O'Rourke

Ceist:

370. Deputy Darren O'Rourke asked the Minister for Education and Youth further to Parliamentary Question No. 94 of 12 February 2026, the approach the IDG will take ‘to examine the levers and mechanisms that may be brought to bear so that those responsible for schools where historical sexual abuse happened meet their obligations to survivors’; if international comparisons will be made; if so, with which countries/states; and if she will make a statement on the matter. [13845/26]

Amharc ar fhreagra

Freagraí scríofa

The report of the Inter-Departmental Group (IDG) established to advise Government on the recommendations of the Scoping Inquiry on historical sexual abuse in day and boarding schools run by religious orders was published in July 2025.

In relation to the Scoping Inquiry’s recommendation that consideration be given by the Government to establishing a redress scheme for survivors, the IDG advised that a further phase of work was required to ensure that any advice to Government is fully informed, as the matters under consideration are wide ranging, complex and may have far-reaching implications.

This further phase of work includes examining the mechanisms that can be brought to bear to ensure that any future redress scheme is appropriately funded by those who were responsible for the schools where child sexual abuse took place. These mechanisms may include any administrative, legal, financial or other processes that can assist Government in its consideration of the issue of redress, and how any scheme to be considered might be funded by those responsible for schools where sexual abuse occurred.

In relation to international comparisons, the IDG will continue to examine the various approaches to redress which have been proposed or implemented in Ireland, North and South, and internationally. The features of different redress schemes, particularly in other common law jurisdictions, such as Australia, Canada, England/Wales and Scotland, are among some of the international approaches that will be assessed.

School Accommodation

Ceisteanna (371)

Niamh Smyth

Ceist:

371. Deputy Niamh Smyth asked the Minister for Education and Youth the status of an application (details supplied) for required accommodation; if the application has been reviewed by her Department; the current status of same; the timeline for a decision in this case; and if she will make a statement on the matter. [13905/26]

Amharc ar fhreagra

Freagraí scríofa

I can confirm to the Deputy, that my department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA), from the school in question.

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 school’s application for additional accommodation is currently being considered in this context, and once a decision has been made the school authorities will be contacted.

Special Educational Needs

Ceisteanna (372)

Matt Carthy

Ceist:

372. Deputy Matt Carthy asked the Minister for Education and Youth if an urgent sanction can be provided for a third mild special class at a school (details supplied); and if she will make a statement on the matter. [13906/26]

Amharc ar fhreagra

Freagraí scríofa

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.

The National Council for Special Education (NCSE) actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest.

My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes last month, which is several months earlier than last year. 301 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks.

The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs.

Details of the new special classes are available on the NCSE website.

Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.

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.

Special Educational Needs

Ceisteanna (373)

Matt Carthy

Ceist:

373. Deputy Matt Carthy asked the Minister for Education and Youth when a decision will issue in respect of the application for additional special classes at a school (details supplied); and if she will make a statement on the matter. [13907/26]

Amharc ar fhreagra

Freagraí scríofa

The school to which the Deputy refers was approved to enter my Department's pipeline for a project under the Additional School Accommodation (ASA) scheme. The project will provide one engineering room and prep area, one music room and a three class special education needs (SEN) base. This project was devolved to the school authority for delivery.

The project progressed to Stage 2b (detailed design) in March 2023, and final planning permission was granted in August 2023. In June 2025, my Department requested submission of the Stage 2b report, which is still awaited. Once received, the report will undergo a comprehensive technical and cost review. All projects, including this one, are subject to the full due-diligence requirements set out in my Department’s infrastructure guidelines.

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 3 projects in County Monaghan, and this summer, another 3 schools are approved to undergo works as part of the Summer Works Scheme/Climate Action Scheme.

These projects are in addition to €104.41 million in capital funding for Monaghan schools between 2020 and 2025. Over that period, a total of 24 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 4 school projects in Monaghan under construction.

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.

Healthcare Policy

Ceisteanna (374, 375, 376)

Ciarán Ahern

Ceist:

374. Deputy Ciarán Ahern asked the Minister for Education and Youth the statutory basis permits non-registered healthcare staff in schools to undertake clinical interventions ordinarily carried out by regulated professionals; whether responsibility for clinical risk in such cases rests with the Department, the HSE, or the individual board of management; and if she will make a statement on the matter. [13932/26]

Amharc ar fhreagra

Ciarán Ahern

Ceist:

375. Deputy Ciarán Ahern asked the Minister for Education and Youth whether she is aware of reported needle-stick injuries sustained by school staff in a school (details supplied) arising from invasive diabetic care procedures and the schools repeated requests for nursing support; and if she will make a statement on the matter. [13933/26]

Amharc ar fhreagra

Ciarán Ahern

Ceist:

376. Deputy Ciarán Ahern asked the Minister for Education and Youth the amount of funding provided to a school (details supplied) that is separate from and not tied to the standard capitation grant and is specifically ring-fenced for essential and mandatory emergency administration of medication; the details of any such funding available to special schools to cover required training in areas including the administration of emergency medication such as Buccolam (midazolam), diabetes management, insulin administration, and other high-risk clinical medical procedures; and if she will make a statement on the matter. [13934/26]

Amharc ar fhreagra

Freagraí scríofa

I propose to take Questions Nos. 374 to 376, inclusive, together.

Under section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012) the board of management is the employer of teachers, SNAs and other staff of the school. In the case of community national schools, the ETB is the employer and not the board of management.

The board’s role as an employer includes responsibility for the recruitment and dismissal of teachers, SNAs and other staff within the school, subject to relevant Department circulars, employment legislation and sectoral agreements. The role also includes but is not limited to, health and safety, building, promoting, and maintaining positive staff relations.

It is recognised that there is an unusual tripartite relationship between the teachers/SNAs employed in Oireachtas funded roles, whereby the Department of Education and Youth facilitates the payment of salary to teachers/SNAs on its payroll system, but the Board of Management is the employer.

In accordance with the Safety, Health and Welfare at Work Act 2005, it is the responsibility of individual school authorities to have a safety statement in place in its school and to ensure as far as is reasonably practicable, the safety, health and welfare at work of its employees and those who are in anyway affected by the work activities of the school. The safety statement should identify potential hazards, assess the risks to health and safety and put appropriate provision in place to safeguard the safety and health of employees and pupils.

The body which has statutory responsibility for ensuring that health and safety requirements are met by all employers, including schools, is the Health and Safety Authority (HSA). Guidelines for managing safety, health and welfare at work were developed following consultation with relevant stakeholders.

Where the school is aware of potential difficulties that may arise as a consequence of a medical condition suffered by one or more pupils, it may be possible for the management authorities, working in conjunction with parents, teachers and children to put preventative measures in place to lessen the possibility of any difficulties arising or to ensure that, if a pupil suffers from an illness requiring, for example, the administration of medication, that appropriate treatment is available.

The administration of medicines in primary schools is the subject of an agreement between the Irish National Teachers Organisation and the organisation representing school management at primary level.

While this agreement specifies that no teacher can be required to administer medicine or drugs to pupils, it also sets out procedures that must be followed where a teacher or teachers agree to do so. The position is that either the parents of the child should make themselves available to administer medication as required, or where they wish the staff in the school to administer it, they should indemnify the school.

My department cannot direct any member of the Board of Management or the teaching staff of the school to administer medical treatment to pupils, action and procedures which are normally carried out by medical professionals such as doctors and nurses.

Where a child requires adult assistance to assist in the administration of medicine and where the extent of assistance required would overly disrupt normal teaching time, SNA support may be allocated for this purpose. It is a matter for the Board of Management to ensure that SNAs are in a position to effectively meet the care needs of pupils for whom SNA support has been allocated in the school, when appointing an SNA. Where specific training is required, the Board of Management should liaise with the Health Service Executive (HSE) in order to ensure that the HSE provides guidance and training that enables the SNA to meet the care needs of the pupil in an appropriate manner. It is a matter for individual school authorities to make such arrangements locally.

Question No. 375 answered with Question No. 374.
Question No. 376 answered with Question No. 374.

Special Educational Needs

Ceisteanna (377)

Keira Keogh

Ceist:

377. Deputy Keira Keogh asked the Minister for Education and Youth the measures her Department is taking to increase autism class places in schools in County Mayo; and if she will make a statement on the matter. [13950/26]

Amharc ar fhreagra

Freagraí scríofa

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.

My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes last month, which is several months earlier than last year. 301 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks. The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs.

Details of the new special classes are available on the NCSE website.

Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.

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.

Special Educational Needs

Ceisteanna (378)

Niamh Smyth

Ceist:

378. Deputy Niamh Smyth asked the Minister for Education and Youth if she will provide an update on additional school accommodation application (details supplied); if the application has been reviewed by her Department; if so, the current status of same; the timeline for a decision in this case; and if she will make a statement on the matter. [13955/26]

Amharc ar fhreagra

Freagraí scríofa

I can confirm to the Deputy, that my department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA), from the school in question.

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 school’s application for additional accommodation is currently being considered in this context, and once a decision has been made the school authorities will be contacted.

Special Educational Needs

Ceisteanna (379)

Cormac Devlin

Ceist:

379. Deputy Cormac Devlin asked the Minister for Education and Youth if she is aware of a proposed reduction in allocated SNA hours for a school (details supplied); and if she will make a statement on the matter. [13974/26]

Amharc ar fhreagra

Freagraí scríofa

The 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 I as minister have paused the review of the SNA allocations.

Minister Naughton and I, as well as 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.

Question No. 380 answered with Question No. 329.

Special Educational Needs

Ceisteanna (381, 382, 383)

Cormac Devlin

Ceist:

381. Deputy Cormac Devlin asked the Minister for Education and Youth is she is aware of a case (details supplied); if her officials will investigate the case; and if she will make a statement on the matter. [13977/26]

Amharc ar fhreagra

Cormac Devlin

Ceist:

382. Deputy Cormac Devlin asked the Minister for Education and Youth the number of schools that the NCSE propose to increase, decrease, or leave unchanged SNA allocation posts from September 2026, broken down by county, in tabular form; and if she will make a statement on the matter. [13978/26]

Amharc ar fhreagra

Cormac Devlin

Ceist:

383. Deputy Cormac Devlin asked the Minister for Education and Youth the number of schools that have appealed NCSE proposed SNA post allocations for September 2026, as of 14 February 2026, by county, in tabular form; and if she will make a statement on the matter. [13979/26]

Amharc ar fhreagra

Freagraí scríofa

I propose to take Questions Nos. 381 to 383, inclusive, together.

The 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 I as minister have paused the review of the SNA allocations.

Minister Naughton and I, as well as 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.

Question No. 382 answered with Question No. 381.
Question No. 383 answered with Question No. 381.
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