Written Answers Nos. 495-515
495. Deputy Michael Cahill asked the Minister for Education and Youth if she will report on the possibility of conducting an urgent reassessment of the needs of a school (details supplied); and if she will make a statement on the matter. [14286/26]
Amharc ar fhreagra497. Deputy Michael Cahill asked the Minister for Education and Youth her views on whether it is acceptable that support for children with disabilities is provided in corridors or outside a school (details supplied); the temporary solutions that can be provided to the school until funding is approved; and if she will make a statement on the matter. [14288/26]
Amharc ar fhreagraI propose to take Questions Nos. 495 and 497 together.
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
Special education funding will exceed €3 billion in 2026 – up 58% since 2020 and the highest amount ever provided.
The number of special needs assistants (SNAs) allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. By the end of the 2026/27 school year there will be close to 25,000 SNAs in our mainstream classes, special classes and special schools.
SNAs play a key role 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.
It is important to note that there have been increases in SNAs in all counties and across all education settings since 2020, including mainstream, special classes and special schools.
I have listened carefully to all of the issues raised by parents and school communities.
It has now been agreed that there will be no reductions to special needs assistants for the next school year 2026/27.
All schools reviewed by the National Council for Special Education (NCSE) and allocated additional resources will receive them in the upcoming school year.
It was agreed that the SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of a SNA will be advanced before any further decisions are taken.
The priority will be to ensure that the child-centred approach to the provision of special education is retained and enhanced in these policy developments.
After these key documents are agreed and published, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.
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.
496. Deputy Michael Cahill asked the Minister for Education and Youth to include a school (details supplied) in the Development plan; the deadline to make a decision; and if she will make a statement on the matter. [14287/26]
Amharc ar fhreagraThe school referred to was approved to enter the Department’s pipeline of school buildings under the Additional School Accommodation (ASA) scheme for a project providing 2 Special Educational Needs classrooms and 1 Special Education Tuition room. The project is devolved to the school authority for delivery.
I can confirm that a revised Stage 1 report was returned to my department and is currently being reviewed. This 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. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
As the Deputy will be aware, the Department of Education & Youth 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.
498. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she is aware of Bus Éireann being consistently unresponsive in relation to queries from families and elected representatives pertaining to the school transport scheme; the measures she will take to improve communication from Bus Éireann regarding same; and if she will make a statement on the matter. [14314/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
At the outset, it's important to state that both the department and Bus Éireann acknowledges and appreciates the role of Oireachtas members in making representations on behalf of their constituents, and indeed recognise the role of Oireachtas members in communicating ongoing developments regarding the provision of school transport across the country.
The school transport scheme has expanded significantly over the past six years. In that time, the numbers of children and young people using the service have grown from under 120,000 pupils in 2018 to over 181,000 pupils in 2025, which equates to an increase of 48%. In line with such scaling of operations, there has understandably also been an increase in representations.
It is acknowledged that improvements are required in the management of representations and this is something I, my department and Bus Éireann are cognisant of and are working to resolve.
Bus Éireann also has a dedicated customer service operation in place to assist members of the public seeking updates on their school transport applications and the operation of services more generally.
499. Deputy Malcolm Byrne asked the Minister for Education and Youth when the Energy and Condition Survey of the school estate will be completed; the actions that will result; and if she will make a statement on the matter. [14317/26]
Amharc ar fhreagraIn preparing for the decarbonisation of the school estate my Department needed to establish a national energy profile of the school sector.
A pilot phase of the Schools Energy Inventory project was completed in December 2022 and included 601 schools across five Counties, Kildare, Meath, Offaly, Wexford and Wicklow. This pilot was funded by the European Investment Bank Advisory Hub programme.
Additional funding was subsequently secured in 2024 under the REPowerEU programme to complete this work for all remaining schools. This phase currently has 3,195 surveys completed to date with the balance due to be completed by the end of Q2 2026.
The data development involves energy assessors visiting the schools and gathering focused information on energy use, building types, age, and size along with an overview of general fabric and energy aspects of electrical and mechanical systems energy performance and energy consumption characteristics of each school.
Each school is surveyed by an experienced construction professional who gathers approximately 160 pieces of data, which includes high level building areas, different fabric elements and information about lighting, heating and domestic hot water etc. It also includes questions on building fabric condition.
This data is entered on a tablet computer onsite, it is then imported into the Department’s Geographical Information System (GIS) and processed into a relational database, which performs numerous calculations to determine a School Energy and Carbon Estimated Rating (SEACER).
The rating includes considerations of primary energy and carbon. It includes a comparison with a similar Notional school building for scaling and benchmarking purposes and is based on the Non-Domestic Energy Assessment Procedures and statistical techniques. This high level and strategic approach which is driven via the Department’s Geographic Information System (GIS) enables the database to be kept up to date to reflect future building projects etc.
This is a very cost-effective approach for an energy asset rating system for the Department and has significant advantages in that rather than producing individual standalone ratings and reports, it can collectively capture the range of relevant issues for analysis centrally by the Department.
The innovative approach of bringing energy and condition data together in the one survey database has significant potential to assist with future prioritisation of decarbonisation and investments in the school estate, enabling identification and targeted development of future school sector energy and decarbonisation programmes that will reduce overall reliance on fossil fuels and accelerate the deployment of renewable energy.
In due course, once all survey data has been collected, it will then undergo robust Quality Assurance processes.
Once the survey data has undergone the robust Quality Assurance processes, will analysis in relation to SEACER and Building Condition ratings be able to commence. As such it will likely be early 2027 before complete results will be available to assist with future prioritisation of decarbonisation and investments in the school estate.
500. Deputy Seán Crowe asked the Minister for Education and Youth if the funding for Education for sustainable development projects in schools will be continued; and the date by which schools will have to make their application. [14324/26]
Amharc ar fhreagraI can advise the Deputy that Education for Sustainable Development (ESD) funding for schools will be continued in 2026. As in previous years, the call to schools for ESD funding will be contained in the September issue of the ESD Newsletter which issues to all schools on a quarterly basis and can also be subscribed to. Schools would normally have at least four (4) weeks to complete and submit their applications.
In 2025, my department delivered €466k in funding to 21 organisations for ESD projects, programmes and resources for schools. A further €860k in funding was delivered to 390 schools nationwide for projects with a focus on local and community level action which is a key priority area in ESD to 2030. Some of the school projects funded in 2025 included the development of school gardens and outdoor classrooms, forest schools, recycling systems, biodigesters and food waste management systems, composting systems, fast fashion projects, recycling initiatives, irrigation and rainwater collection systems, energy education initiatives, student led sustainability projects, teacher professional learning and a range of sustainability themed workshops.
Schools in receipt of funding commit to developing and publishing a Sustainability Policy Statement in accordance with the School Sector Climate Action Mandate and the department has started mapping these policy statements. A Sustainability toolkit for schools was published in September 2024 to support schools in developing their policy statements.
ESD to 2030 is Ireland’s 2nd National Strategy on Education for Sustainable Development and it aims to ensure that all learners have the knowledge and skills needed to promote sustainable development. The strategy is co-sponsored by the Department of Children, Disability and Equality and the Department of Further and Higher Education, Research, Innovation and Science taking a lifelong learning approach.
The strategy has five priority areas for action in line with UNESCO’s roadmap for ESD for 2030 and has been adopted by UNESCO as Ireland’s Country Initiative for ESD:-
• Advancing Policy
• Transforming Learning Environments
• Capacity Building of Educators
• Empowering and Mobilising Young People
• Accelerating Local Level Action
UNESCO has also spotlighted [How Ireland promotes youth engagement in education for sustainable development] (www.unesco.org/en/articles/how-ireland-promotes-youth-engagement-education-sustainable-development)
Full details on ESD to 2030, progress reports, lists of ESD funding grantees and projects, the ESD Newsletter, the Sustainability Toolkit and the Sustainability Policy Statements map are all available on the ESD to 2030 webpage here: [National Strategy on Education for Sustainable Development in Ireland] (www.gov.ie/en/department-of-education/publications/national-strategy-on-education-for-sustainable-development-in-ireland/)
503. Deputy Barry Heneghan asked the Minister for Education and Youth whether her Department provides funding or programme supports to schools that utilise external sports facilities; the alternative arrangements available where access to such facilities changes; and if she will make a statement on the matter. [14337/26]
Amharc ar fhreagraInvestment and expenditure on sports facilities in both primary and post-primary schools is an element of the overall expenditure and investment in the School Building Programme with the majority of the circa 300 school building projects currently in construction expected to be completed in 2026. Practically all schools have outdoor play areas and many schools use adjacent local community facilities. The provision of outdoor play areas form part of the accommodation brief for all new school buildings or where a major building or refurbishment project is being delivered for an existing school. The provision of capital funding for outdoor recreation facilities is just one way in which we support increased physical activity. The redeveloped primary curriculum specification for physical education extends the time available for PE with a particular emphasis on community partnerships and the use of the outdoor environment generally.
My department does not have a specific funding scheme or programme for schools that utilise external sports facilities. However, co-operation between schools and local sporting organisations in sharing their sporting facilities provides opportunities to apply for sports grants including the Sports Capital Grant administered by the Department of Culture, Communications and Sport.
The Deputy will be aware that I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. 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. This project rollout will continue on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. The NDP Investment Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs. Funding will also be invested to support curricular delivery and well-being across schools by prioritising the development of Physical Education halls and sporting facilities (including yards and play areas) for schools in conjunction with the Sports Capital Fund to deliver for both schools and communities.
My department's new Climate Action Summer Works Scheme provides a mechanism for school authorities to make small-scale improvements to school buildings and also schools' external areas such as outdoor play spaces. Schools can also use their minor works grant to upgrade outdoor play areas while repairs to existing areas may be considered under the department’s Emergency Works Scheme.
504. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth the number of students in counties Wicklow and Wexford currently holding a place on two or more school lists; and if she will make a statement on the matter. [14341/26]
Amharc ar fhreagraIn relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
In order to facilitate an efficient admission process for schools and applicants, the admission’s act allows schools to share information relating to the dates an application for admission was received and made by the school, including the date an offer was accepted by the applicant and data relating to a student’s identifying personal details (to ensure that it is the same person applying to both schools). It is open to schools concerned in a locality to agree and put in place arrangements for any sharing of information under the act, and for the admission of students. Good coordination between schools can help ensure that this is managed and worked through at the earliest possible stage of the annual enrolment process.
In addition the act provides that an offer of a place in a school cannot be made or may be withdrawn by the school if, when accepting an offer, the parent/guardian does not inform the school that they have accepted an offer or offers in other schools and provide details of same. This also applies if the parent does not inform the school that they have applied to another school(s) and are awaiting confirmation of a place.
505. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth the reason she is redesignating special schools that cater for children with learning disabilities; the supports that will be made available to students with learning disabilities who are forced to attend mainstream schools due to a lack of spaces; and if she will make a statement on the matter. [14342/26]
Amharc ar fhreagra507. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth the reason her Department decided to redesignate students with learning disabilities from special needs schools to mainstream schools; the number of special school places that have been revoked; and if she will make a statement on the matter. [14344/26]
Amharc ar fhreagraI propose to take Questions Nos. 505 and 507 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.
Over 300 new special school places were provided for the 2025/26 school year. Five new special schools were established in addition to the eleven new special schools opened over the last few years. Special school capacity is also being expanded across a number of special schools.
It’s important to note that it is not the intention to exclude children and young people who require a special school place from accessing certain special school settings, but rather allow students with complex educational needs apply to their local special school. Currently, there are instances whereby students with complex needs cannot apply for admission to their local special school simply because they don’t meet the narrow designation of that special school. In that regard, along with providing additional special school capacity, my department and the National Council for Special Education (NCSE) consider that it is necessary to look at the profile of our existing special schools.
This is not a new departure. The NCSE report that over half of mild general learning disability (MGLD) special schools have diversified to allow students with more complex needs in their communities who require a special school setting enrol in their local special school. I wish to thank schools who have worked with us to broaden their designation and my department will continue to support schools in this endeavour so that more special schools can better support students with complex needs in their local community.
There are approximately 30 of our 129 special schools that were originally designated as schools for students with a MGLD. The establishment of these special schools predated the significant expansion in the range of supports offered in mainstream schools through additional special education teaching and special needs assistant resources and through the rapid expansion in special class provision.
It is noted that many of the students enrolling in MGLD special school do so around the transition point from primary to post-primary. The new senior cycle level 1 and level 2 programmes offers a new curriculum pathway for students with special educational needs at post-primary level now also.
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.
506. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth the number of students entering secondary level education, who have learning disabilities, have been informed that they do not have a school place in a special needs school or class; and if she will make a statement on the matter. [14343/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.
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 NCSE has advised my department of an increasing number of children and young people who have come to their attention since the 1 October timeline. My department and the NCSE have worked on proposals to address the needs of children and young people coming forward to the NCSE after 1 October. I am pleased to say that my department is confirming that the NCSE are now in a position to issue letters of eligibility to children and young people who have made contact with them after the 1 October timeline and who meet the criteria for a special class or special school placement. The NCSE 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.
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.
508. Deputy Sorca Clarke asked the Minister for Education and Youth whether mandatory specialist autism training is required for all teachers and principals in schools operating autism classes; if not, the reason for same; and whether she will commit to introducing mandatory, up-to-date training for all staff working in autism classes. [14364/26]
Amharc ar fhreagra509. Deputy Sorca Clarke asked the Minister for Education and Youth the number of primary and post-primary teachers who completed NCSE “Introduction to Autism” training in each of the past three years; the number who applied but did not receive a place; and whether additional training dates and capacity will be provided. [14365/26]
Amharc ar fhreagra512. Deputy Sorca Clarke asked the Minister for Education and Youth the oversight mechanisms in place to ensure autism classes are adequately resourced and staffed with appropriately trained personnel; and whether inspections assess specialist knowledge and implementation of evidence-based supports. [14368/26]
Amharc ar fhreagraI propose to take Questions Nos. 508, 509 and 512 together.
Providing inclusive education to children with special educational needs is a fundamental principle of the education system. This principle is observed through Department policies, Teaching Council requirements for initial teacher education, curriculum provision and the range of supports provided to schools by the National Council for Special Education (NCSE) and Oide.
Teachers undertake professional learning in a range of pedagogical, curricular and educational areas. Teacher Professional Learning (TPL) provided for teachers supports the inclusion of students with Special Education Needs (SEN) in mainstream classrooms.
Funded by the Department, Oide works with teachers and school leaders to provide ongoing support and professional development, which promotes inclusive practices.
The Droichead Induction programme supports the induction and professional learning of primary and post-primary newly-qualified teachers (NQTs) into the teaching profession, thus laying the foundations for subsequent professional growth and learning.
Droichead offers a range of induction workshops for NQTs that provide complementary special education needs support addressing behaviour, inclusion, and differentiated support for all learners.
The Teaching Council reviewed its policy on standards for programmes of initial teacher education and published updated standards in Céim Standards for Initial Teacher Education in October 2020.
Céim includes seven Core Elements which shall underpin all aspects of programmes of ITE. One of these is inclusive education, which is defined as follows:
The term inclusive education refers to any aspect of teachers’ learning aimed at improving their capacity to address and respond to the diversity of learners’ needs; to enable their participation in learning; and remove barriers to education through the accommodation and provision of appropriate structures and arrangements to enable each learner to achieve the maximum benefit from his/her attendance at school.
The Council’s view of a truly inclusive approach to professional practice recognises that teachers encounter a diverse range of needs in the course of their teaching, regardless of setting. This will include additional learning needs (e.g. autism, dyslexia, dyspraxia) and learning needs associated with diverse linguistic, socioeconomic, cultural and ethnic (including Traveller community, Roma) backgrounds.
On an annual basis, the Department of Education and Youth provides funding for two distinct categories of post-graduate programmes for Special Education Teachers:
• Post-Graduate Diploma Programme of Teacher Professional Learning for Special Education Teachers.
• Graduate Certificate in Autism Education for teachers working with Autistic Pupils in Special Schools, Special Classes or as Special Education Teachers in mainstream Primary and Post-Primary Schools.
The aim is to provide substantial theoretical and practical continuing professional development for teachers working with students with special educational needs, contributing to the school’s overall capacity to meet the needs of pupils with special education needs, including autism.
In March 2025, my department wrote to the Teaching Council to initiate a process to move towards a mandatory assessed placement period in a special education needs (SEN) setting for all student teachers undertaking programmes of Initial Teacher Education (ITE). This measure is intended to strengthen student teachers’ preparedness to teach by developing their knowledge of responding to learners with diverse educational needs.
In seeking to gain a deeper understanding of the current landscape of school placement provision in special education settings, the Teaching Council conducted a survey across all ITE providers in April 2025. A 100% response rate was received, providing comprehensive insight into existing provision and identifying areas requiring further development to meet the special education placement requirement.
The Teaching Council is preparing a draft Guidance Note for Higher Education Institutions (HEIs) in relation to an assessed special education placement period and has engaged with officials in my department and ITE providers throughout the development process. Subject to approval by the Teaching Council, this Guidance Note will be issued to HEI’s in advance of interim enactment in September 2026.
Finally, the NCSE provides supports to teachers and schools in a way that builds capacity, supports the inclusion of all children, including students with special educational needs, at a whole school level.
The Department is committed to the training and support of teachers and school leaders to provide quality, inclusive teaching.
The data regarding “Introduction to Autism” training has been requested from the NCSE and will be forwarded to the Deputy's office once received.
510. Deputy Sorca Clarke asked the Minister for Education and Youth the current number of psychologists employed by NEPS; the average waiting time for assessment; the number of schools limited to a capped number of referrals per year; and the steps being taken to expand NEPS capacity to ensure timely assessments for younger children. [14366/26]
Amharc ar fhreagraI would like to take this opportunity to outline the work of my department in this area more broadly and the role of NEPS. All schools have access to:
• General support and advice from a NEPS psychologist, either through the school’s assigned psychologist or through the NEPS Advisory Support Line. The NEPS Advisory Support line provides access for schools to support and advice from a Senior Educational Psychologist in NEPS via a designated phone line available from Monday to Friday.
• Support from a NEPS psychologist in the event of a Critical Incident.
• National and Regional Support and Development service for school staff, which is advertised through the Education Support Centres of Ireland and covers areas such as trauma informed practice, cluster group support for post-primary special education teachers and special class teachers, training for Student Support Teams and supporting reluctant school attendance/school avoidance behaviour.
• Access for individual casework where a priority need is established to either a NEPS psychologist or a private educational psychologist on the Scheme for Commissioning Psychological Assessments (SCPA) panel. In order to join the panel, private educational psychologists must meet qualification criteria set by the Department. The scheme is an interim measure intended to supplement the NEPS service and meet current urgent needs for psychological assessment of children and young people.
With regard to staffing levels, there are currently 242 educational psychologists employed in NEPS. This is a whole time equivalent of 235.
NEPS does not operate waiting lists. In common with other psychological services and best international practice, NEPS operates on a consultative model of service. There is a focus on the individual assessment work that NEPS carries out in schools, however, assessments are only one aspect of the NEPS service.
Children and young people do not require a psychological assessment or a diagnosis in order to access additional support at school. NEPS supports schools in implementing the Continuum of Support framework with each school taking responsibility for providing universal and preventative approaches, as well as educational planning and supports for students with special educational needs. NEPS psychologists can provide advice during this process and may become directly involved in the identification of support needs at the request of a school, as required and appropriate. If a school has concerns that a child or young person is not making reasonable progress following evidence informed support and intervention, the school may prioritise the involvement of NEPS to support the identification of need process.
Additional supports for children with special educational needs are embedded in all primary and post primary schools. Schools allocate their Special Education Teaching and SNA supports based on need in the school setting, so that those with highest level of need can access the highest level of support within the school in a timely manner.
With regard to future staffing levels, my department is making every effort to recruit additional educational psychologists to address the shortage in the medium to long term. Publicjobs frequently runs campaigns for the recruitment of multiple educational psychologists in addition to advertising for individual posts as they arise.
Since January 2023, NEPS has supported bursaries for trainee educational psychologists enrolled in University College Dublin's Professional Doctorate in Educational Psychology and Mary Immaculate College Limerick’s Professional Doctorate in Educational and Child Psychology. This has also been extended to students enrolled in the new professional doctorate in educational psychology in Maynooth University. Those in receipt of a bursary support the work of NEPS through trainee placements in the service as part of their studies and commit to joining NEPS upon graduation.
511. Deputy Sorca Clarke asked the Minister for Education and Youth the number of children recorded as experiencing school refusal where autism, ADHD or other neurodivergent conditions are identified as contributing factors; and the targeted supports available to such children and their families. [14367/26]
Amharc ar fhreagra519. Deputy Sorca Clarke asked the Minister for Education and Youth the total number of special education needs class places available in primary and post-primary schools nationally in the current school year; and the number of places that remain unfilled; and the measures being taken to ensure sufficient SEN places for children outside of their catchment area. [14419/26]
Amharc ar fhreagra520. Deputy Sorca Clarke asked the Minister for Education and Youth the total number of special education needs class places available in primary and post-primary schools in Westmeath in the current school year; and the number of places that remain unfilled; and the measures are being taken to ensure sufficient SEN places for children outside of their catchment area. [14420/26]
Amharc ar fhreagra521. Deputy Sorca Clarke asked the Minister for Education and Youth the number of children who have been refused a place in an SEN class due to oversubscription, broken down by county; whether waiting lists are maintained; and if she will make a statement on the matter. [14421/26]
Amharc ar fhreagra523. Deputy Sorca Clarke asked the Minister for Education and Youth whether the NCSE can provide accurate, up-to-date data on the number of SEN class places available nationally; if not, the reason for this lack of data; and the steps being taken to improve transparency and accessibility of such information for parents and schools. [14423/26]
Amharc ar fhreagraI propose to take Questions Nos. 511, 519 to 521, inclusive, and 523 together.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
In order to support the NCSE and forward planning my department published Circular 0039/2025.
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.
Details of the new special classes and lists of special classes opened since 2012/2013 are available on the NCSE website.
In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.
The NCSE has advised my department of an increasing number of children and young people who have come to their attention since the 1 October timeline. My department and the NCSE have worked on proposals to address the needs of children and young people coming forward to the NCSE after 1 October. I am pleased to say that my department is confirming that the NCSE are now in a position to issue letters of eligibility to children and young people who have made contact with them after the 1 October timeline and who meet the criteria for a special class or special school placement. The NCSE 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.
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.
513. Deputy Emer Currie asked the Minister for Education and Youth if an evaluation of Oíche na hÓige has taken place; if it will be an annual event; if a date has been set for 2026; and if she will make a statement on the matter. [14376/26]
Amharc ar fhreagra514. Deputy Emer Currie asked the Minister for Education and Youth the learnings obtained from the evaluation of Oíche na hÓige in terms of community awareness and participation; the way in which the 2026 iteration address geographic and sectoral gaps and accessibility for marginalised groups; and if she will make a statement on the matter. [14377/26]
Amharc ar fhreagraI propose to take Questions Nos. 513 and 514 together.
On 21 November 2025 youth clubs and projects across Ireland celebrated Oíche na hÓige (Youth Night). This was a new initiative organised by the Department of Education and Youth with the help of stakeholders including the education and training boards, the National Youth Council of Ireland, and other national youth organisations. The objective of Oíche na hÓige was to provide an opportunity for communities across Ireland to come together to celebrate young people, youth clubs and services, and the youth workers and volunteers who make such a difference to the lives of hundreds of thousands of young people across Ireland.
The department is currently evaluating Oíche na hÓige 2025. This evaluation will consider its impact in raising the public profile of youth work services as well as investigating what improvements can be made to the design of the initiative. Polling commissioned on the department’s behalf by the National Youth Council of Ireland revealed that 27% of respondents had heard of Oíche na hÓige, while 5% said they had attended an event. This is an encouraging result for a new event. This result reflects the hard work by clubs, projects, organisations and ETB staff. It also reflects the effective communications campaign which accompanied the initiative, including the promotional campaign organised by NYCI with the support of the department.
While evaluation of the event is ongoing, national youth organisations embraced Oíche na hÓige with enthusiasm and initial feedback has been strongly positive. Over 480 events were notified to the department by ETBs, while national youth organisations have informed the department that many of their members undertook additional Oíche na hÓige events without grant support from the department.
It is intended that there will be a repeat event in 2026. Design of this event, including considerations as to the date of event, will be informed by the learnings from Oíche na hÓige 2025.
515. Deputy Emer Currie asked the Minister for Education and Youth the way in which the ongoing needs of Ukrainian young people will be met within existing lines (UBU, LYCGS, YSGS) without displacing current service users given the dedicated migrant integration subhead has been discontinued; the supports available for other migrant populations; and if she will make a statement on the matter. [14378/26]
Amharc ar fhreagraI was pleased to announce that arising from Budget 2026, an additional €8 million in current and capital funding has been allocated to support the sustainability and development of youth services. This brings the overall core current and capital funding available to support existing youth services and youth work infrastructure to €94.1 million for 2026, representing a 9.3% increase on the corresponding funding available in 2025.
In 2026, the core current funding allocation of €90.1 million will support youth services and youth organisations across both targeted and universal provision for young people. This significant investment contributes directly to sustaining and enhancing participation levels across all youth funding schemes, which now involve over 450,000 young people nationwide.
UBU Your Place Your Space (UBU) is the department’s largest youth funding scheme, targeting young people aged 10 to 24 who are marginalised, disadvantaged, or vulnerable. Migrant young people — including those from Ukraine — are explicitly recognised within the scheme’s definition of marginalisation, which encompasses young people whose circumstances limit their opportunities, such as young carers, members of the Traveller and Roma communities, and immigrants or migrants.
UBU delivers evidence-informed supports designed to secure positive developmental, social, and personal outcomes for these groups. In 2026, over €54.5 million is being allocated to UBU, supporting 258 targeted youth services across 16 Education and Training Boards (ETBs). The ETBs play a central role in coordinating and distributing UBU funding locally, ensuring that services are responsive to the evolving needs of all young people, including those from migrant backgrounds.
This figure includes the department’s Resilience and Effectiveness (R&E) initiative which will increase by over 80% in 2026 to €1.1 million. This expanded funding stream will explicitly enable ETBs to invite funded organisations that have identified needs arising from the cessation of the dedicated Ukrainian Migrant Integration Fund to apply for R&E support. This provides a potential mechanism for services to address newly emerging pressures or gaps in provision for migrant young people, including those from Ukraine. Decisions on the allocation of R&E funding will rest with the ETBs as part of their mid-level governance responsibilities, ensuring that investment is rooted in local evidence and prioritised in line with the specific circumstances of communities.
Similarly, the Local Youth Club Grant Scheme (LYCGS), which will receive funding of €2.764 million in 2026, is a universal funding programme that supports volunteer-led youth clubs and groups nationwide. The scheme is open to all young people aged 10 to 21, irrespective of background, nationality, or migration status. Because it is community-based and non-targeted, LYCGS provides a highly accessible entry point for young people from migrant communities to participate in local activities alongside their peers.
Youth clubs funded under LYCGS typically offer informal, social, and recreational opportunities that help young people build friendships, gain confidence, and feel part of their wider community. This low-barrier model can be effective in promoting integration, as it creates natural, shared spaces where young people from different backgrounds can meet, mix, and engage on an equal footing.
Taken together, these schemes—UBU, LYCGS, and the broader suite of youth supports including YSGS which provides funding to national youth organisations to support membership across the country —ensure that the ongoing needs of Ukrainian young people, and of migrant young people more generally, can continue to be met within existing funding lines.
The department remains strongly committed to ensuring that all young people in Ireland—including those who have arrived here seeking safety and stability—can access meaningful supports, participate in youth services, and integrate into Irish society.
