Brian Brennan
Ceist:685. Deputy Brian Brennan asked the Minister for Education and Youth the position regarding the school secretary and caretaker dispute; and if she will make a statement on the matter. [18823/26]
Amharc ar fhreagraSchool Staff
Ceisteanna (685)
Freagraí scríofa
School secretaries and caretakers are at the heart of the school and are the key interface between students, parents, school leaders and other staff. Without them, our schools would be unsustainable. In supporting these vital school staff members, we also support the school community as a whole.
My Department has been engaging with Fórsa and the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation over the past number of months under the auspices of the Workplace Relations Commission in relation to a number of claims including a claim for a comparable pension entitlement.
The matter was referred to the Labour Court and a hearing took place on 12th January 2026. Both parties await the recommendation of the Court. The parties remain in process, and my department remains committed and ready to engage with Fórsa to reach a resolution on this important matter.
As with any industrial relations process, where engagement is sensitive and complex, the matters under discussion are confidential until this process concludes.
Special Educational Needs
Ceisteanna (686)
Emer Currie
Ceist:686. Deputy Emer Currie asked the Minister for Education and Youth for an update on the rollout of the education therapy service for a school (details supplied); and if she will make a statement on the matter. [18827/26]
Amharc ar fhreagraFreagraí scríofa
As you may be aware, Danu Community Special School has been included in the initial cohort of special schools to participate in the first phase of the new Education Therapy Service (ETS) for the 2025/2026 academic year. The ETS is not a replacement for existing services but will work in an integrated and complimentary way with existing children’s services.
Since its announcement, the department has been actively engaging with a range of stakeholders, including the HSE regarding the design and development of ETS. The focus of this engagement is to gather insights, identify priorities, shape how the ETS can be developed and how therapy supports can be effectively integrated within the school system. This preparatory work is required to ensure the effective and safe delivery of services to children in schools and alignment with existing services, thus maximising all resources available to children and families.
The DEY is working closely with partners across education and health to design the Education Therapy Service in various working groups including the Distinct Service Identity group. This group has been established to build a distinct identity for the service, grounded in child centered practice and supported by strong collaboration across all sectors.
This work will clarify roles and responsibilities and ensure the alignment and integration of all services and includes workforce planning for the effective and safe delivery of Occupational Therapy and Speech and Language Therapy services in schools while maximizing all resources available to children and families.
Recruitment for the first phase of the Education Therapy Service is underway. This recruitment campaign run by the National Council for Special Education (NCSE) will see 90 occupational and speech and language therapists join the new service.
Interviews have already been completed for certain grades, and the remaining interviews will be completed in the coming week. Once panels are in place, offers will be made to suitable candidates.
Parallel to the Interview process all special schools included in this initial phase of the ETS will be supported by a series or webinars. The first webinars took place in late February which provided an introduction of the ETS and outlining key aspects to assist schools in preparing for the ETS their school. The next webinars are schedule for later this month to facilitate further information sharing and digital supports.
While this preparatory work is ongoing, the school can avail of NCSE regional therapy provides national therapy led Teacher Professional Learning (TPL) events. This therapy-led TPL, with follow-on implementation support, is available to all school and is accessible online at: www.ncse.ie/tpl
My Department and the National Council for Special Education (NCSE) are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
Special Educational Needs
Ceisteanna (687)
George Lawlor
Ceist:687. Deputy George Lawlor asked the Minister for Education and Youth if she is aware of the acute lack of ASD unit places for children attending primary schools in County Wexford; the steps she plans to take to address this urgent need; if she will ensure that a suitable place is found for a child (details supplied) who has been unable to find a placement for the next school year; and if she will make a statement on the matter. [18834/26]
Amharc ar fhreagraFreagraí 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.
The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
My department and the NCSE 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 in January of this year, which is several months earlier than last year. 351 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 351 new special classes, 237 are being established in primary schools and 114 in post-primary schools. Further details on additional new special classes will be confirmed in the coming weeks.
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.
Special Educational Needs
Ceisteanna (688)
Robert O'Donoghue
Ceist:688. Deputy Robert O'Donoghue asked the Minister for Education and Youth the measures in place to ensure that primary school teachers receive mandatory training in supporting children diagnosed with attention deficit hyperactivity disorder; whether she will outline the level of ADHD-specific training currently required in initial teacher education and continuing professional development; and if she will make a statement on the matter. [18835/26]
Amharc ar fhreagraFreagraí scríofa
Providing inclusive education to children with special educational needs is a fundamental principle of my department’s education and training system. This principle is put into practice through the policies of the department and the Teaching Council, and the supports provided to schools, for example through the National Council for Special Education (NCSE) and Oide.
Inclusive education is a mandatory element of ITE programmes. Within further updated standards which the Teaching Council adopted in 2020, known as Céim Standards for Initial Teacher Education, inclusive education was further strengthened as one of seven core elements which must underpin all aspects of programmes of ITE. 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. This could include children with ADHD as well as any of a range of additional learning needs and learning needs associated with diverse linguistic, socioeconomic, cultural and ethnic backgrounds.
Inclusive education, as defined in Céim, refers to any aspect of teachers’ learning which aims to
• Improve their capacity to address and respond to the diversity of learners’ needs
• Remove barriers to education through the accommodation and provision of appropriate structures and arrangements
• Enable each learner to achieve the maximum benefit from his/her attendance at school
By including these as core elements, the Council has taken a high-level approach to ensuring that they inform every aspect of ITE programme design.
My department is committed to ensuring that all ITE programmes equip student teachers to teach in a range of settings and in response to all learners’ needs, in line with the principles set out in Céim. It is also committed to the training and support of teachers and school leaders to provide quality, inclusive teaching and learning opportunities.
In addition, on an annual basis, the department 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.
Oide also recognises that all learners are diverse and support teachers to embrace this diversity through the provision of a range of professional learning experiences and supports, each of which are designed and underpinned by the fundamental principles of Universal Design for Learning (UDL). These professional learning opportunities invite teachers to reflect on and adapt teaching and learning approaches so that they are appropriate to the needs and strengths of all learners in the classroom.
In addition, the primary and post-primary Inclusive Education teams offer a professional learning event (PLE) titled "Fostering a Culture of Inclusion in Primary/Post-Primary Schools". This full day PLE aims to broaden participants’ understanding of inclusion to one that encompasses all forms of diversity.
Through its everyday work, the NCSE aligns its teacher professional learning (TPL) with the Teaching Council’s national framework for TPL. One of the main aims of the NCSE is to support 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. NCSE employs a number of specialist roles to support schools and build teacher capacity in areas of concern. These roles include autism advisors and behaviour advisors, who are assigned across regional support teams to provide advice, support and resources to schools.
The NCSE offers bespoke in-school support for either whole school staff, small groups, or individual teachers. The support can be tailored to specific TPL needs within a school, such as, in the areas of differentiation, planning, autism and behaviour.
My department is committed to ensuring that all teachers, at primary and post-primary level, have the skills they need to support the diverse needs of all our children and young people in our schools. It is critical that our teachers are equipped with the knowledge and skills needed to continue to deliver high quality and inclusive education. To that end, Minister Helen McEntee TD, wrote to the Teaching Council in March 2025 to initiate a process towards a mandatory assessed placement period in a special education needs setting for all student teachers supported by appropriate modules. To support implementation of this initiative a Guidance Note, being considered by the Teaching Council, will hopefully issue to HEI’s shortly to support interim enactment from September 2026. In addition, the department will continue to work with partners in education to provide a comprehensive range of in-service TPL opportunities that allows those working at all levels of education, to access supports which will benefit all learners.
Special Educational Needs
Ceisteanna (689, 694)
Robert O'Donoghue
Ceist:689. Deputy Robert O'Donoghue asked the Minister for Education and Youth whether her Department monitors the way in which schools support children with ADHD who are awaiting HSE psychological services; the interim educational supports that are available to such children; and if she will make a statement on the matter. [18836/26]
Amharc ar fhreagraRobert O'Donoghue
Ceist:694. Deputy Robert O'Donoghue asked the Minister for Education and Youth the oversight that exists to ensure that children diagnosed through private providers following referral under the HSE’s assessment of need process receive timely recognition and educational supports within the school system; and if she will make a statement on the matter. [18841/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 689 and 694 together.
The majority of students with special education needs in this country are supported by their classroom teachers, special education teachers and special needs assistants (SNAs) to attend mainstream classes with their peers. This is considered the most inclusive environment for students with special education needs and ensures that students can attend their local school. My department has significantly increased the resources available to support students with special educational needs in mainstream provision with 15,000 special education teachers and over 12,500 SNAs.
Where students have more complex needs a special class or special school is provided. What is important here is that students have access to a placement that is appropriate to their needs and that is why in October 2024, my department issued a circular letter to all schools setting out a range of new measures to support the forward planning of special education. Among the new measures introduced was a request for parents of children seeking a special education placement, including students already attending mainstream classes, to notify the National Council for Special Education (NCSE). This was to ensure that the NCSE had a clear picture of the students in mainstream who may have needed a special placement.
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 in January of this year, which is several months earlier than last year. 387 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 387 new special classes, 256 are being established in primary schools and 131 in post-primary schools.
The scale of increased provision in special schools and special classes as well as the strong supports for mainstream means that students with special educational needs are accessing an education that meets their needs regardless of their educational setting.
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 (690)
Robert O'Donoghue
Ceist:690. Deputy Robert O'Donoghue asked the Minister for Education and Youth the guidance that is issued to schools regarding classroom strategies for children with ADHD, including movement breaks, sensory supports, and differentiated instruction; whether this guidance is mandatory; and if she will make a statement on the matter. [18837/26]
Amharc ar fhreagraFreagraí scríofa
The Department and the National Council for Special Education (NCSE) provide a range of guidance and resources to support schools in implementing effective classroom strategies for pupils with ADHD.
These materials are designed to assist schools in adopting evidence-informed, inclusive practices, including the use of movement breaks, sensory supports, and differentiated instruction. While the guidance is advisory in nature, it is meant to complement schools’ statutory obligations under Department of Education policy and the Special Education Teaching (SET) model.
Pupils with ADHD often benefit from structured routines, clear expectations, and proactive environmental supports that promote focus, regulation, and engagement. NCSE-issued resources emphasise that planned movement, sensory regulation strategies, and flexible instructional approaches help pupils maintain attention and participate meaningfully in learning activities. Guidance from the NCSE notes that movement and sensory strategies can support pupils in regulating energy levels, maintaining concentration, and expanding their self-regulation toolkit.
In relation movement breaks, the NCSE has published dedicated guidance for schools on the use of planned movement activities. This guidance outlines:
• Considerations for selecting appropriate movement activities for the classroom.
• A wide range of alerting, calming, and organising movement options suitable for both seated and standing contexts.
• Strategies for effective implementation, including transitions back to learning and integration of movement within academic tasks.
Additional NCSE-referenced guidance acknowledges that teachers hold primary responsibility for implementing movement breaks, while SNAs may support pupils who require more frequent or individualised movement opportunities.
Resources specifically recommended for movement and sensory breaks include NCSE movement break guidance and the Autism Good Practice Guidance as well as NCSE materials on sensory spaces.
NCSE guidance identifies sensory supports as an important component of inclusive classroom practice. Sensory-based strategies help pupils regulate arousal levels and maintain engagement. Schools are directed to NCSE resources on sensory spaces and sensory regulation for guidance on:
• Creating environments that reduce sensory overload.
• Providing access to sensory tools and calm spaces as required.
• Incorporating sensory regulation strategies into classroom routines.
Differentiated instruction is embedded within both the SET Guidelines and the broader NCSE approach to inclusive pedagogy.
The revised Special Education Teacher Guidelines, developed jointly by the Department of Education, NCSE, NEPS, and the Inspectorate, emphasise:
• Creating inclusive learning environments that accommodate varied learning strengths and needs.
• Collaborative problem-solving approaches for identifying pupils’ strengths, needs, and required supports.
• Adoption of needs-based, pupil-centred planning aligned with inclusive school culture.
The principles underlying differentiated instruction closely align with Universal Design for Learning, which promotes flexible teaching methods, diverse ways of engaging with content, and multiple means of demonstrating learning.
While UDL is not mandated, it is strongly encouraged within national guidance as a best-practice framework for reducing barriers and supporting learner variability in mainstream classrooms.
The Department and NCSE guidance documents are not mandatory in a purely statutory sense:
• They are provided to assist schools in meeting their obligations under the Department of Education’s SET model and broader inclusive education policy.
• Department-issued SET Guidelines, which incorporate NCSE input and link to NCSE resources, are binding on schools in relation to the organisation and deployment of special education teaching resources.
• Schools are therefore expected to consider NCSE guidance as part of their evidence-informed practice when planning supports for pupils with additional needs, including those with ADHD.
Finally, the National Educational Psychological Service (NEPS) psychological support to primary, post-primary and special schools.
NEPS support schools in a consultative, problem-solving approach to promote better understanding of the child or young person’s strengths and needs, to suggest interventions that may be helpful to include in the Student Support Plan, and to assist schools to implement, monitor and review those interventions. This work is done in partnership with school staff, parents and the child or young person themselves.
The focus of the NEPS Support & Development Service is to help enhance school systems, to maximise a whole-school approach to creating school environments that are inclusive, flexible and responsive to the needs of all and to build school capability to provide evidence-informed prevention and early intervention support as part of the Continuum of Support framework.
Special Educational Needs
Ceisteanna (691, 692)
Robert O'Donoghue
Ceist:691. Deputy Robert O'Donoghue asked the Minister for Education and Youth whether additional special educational teaching hours can be allocated to a child with a confirmed ADHD diagnosis who is experiencing significant emotional dysregulation and academic difficulty, pending access to psychological services; and if she will make a statement on the matter. [18838/26]
Amharc ar fhreagraRobert O'Donoghue
Ceist:692. Deputy Robert O'Donoghue asked the Minister for Education and Youth if she will detail the process by which schools can apply for additional special needs assistant support where a child with ADHD presents with emotional regulation difficulties and potential risk factors; and if she will make a statement on the matter. [18839/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 691 and 692 together.
Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
Question No. 692 answered with Question No. 691.
Special Educational Needs
Ceisteanna (693)
Robert O'Donoghue
Ceist:693. Deputy Robert O'Donoghue asked the Minister for Education and Youth whether her Department has assessed the impact of long waiting lists for HSE occupational therapy and psychology services on children’s educational outcomes; the findings of that assessment; and if she will make a statement on the matter. [18840/26]
Amharc ar fhreagraFreagraí scríofa
My department is aware of the impact of delayed access to services and to this end and in line with the programme for government commitment, the Education Therapy Service (ETS) has been established as a critical and important support for children and young people in their school environment. The ETS is not a replacement for existing services but will work in an integrated and complimentary way with existing children’s services
On 6th February 2026, the Department of Education and Youth announced the phased rollout of Education Therapy Service (ETS).
It is important to highlight that this is the initial phase of the ETS rollout which will occur on a phased basis with a wider roll-out to further special schools within the 2026/2027 school year and a new initiative which will see all schools benefit in the coming years.
The initial phase of the ETS will commence in 45 special schools in this school year. The initial clusters will be based in Carlow, Cork, Dublin, Galway, Kildare, Kilkenny, Louth, Laois, Limerick, Longford, Meath, Monaghan, Tipperary, Westmeath, Wexford and Wicklow.
In line with the rollout and development of the ETS, we will continue to engage with the HSE on the ETS model of service, to ensure a safe transition of schools supports between HSE and NCSE services, as NCSE therapists are assigned to schools.
The ETS, delivered by the National Council for Special Education (NCSE), will provide access to occupational therapy and speech and language therapy supports. NCSE SLTs and OT will work in collaborative partnership with schools to ensure the children with the greatest needs are supported. NCSE therapy will also work alongside existing supports and services.
The provision of health-related supports is the responsibility of the Health Service Executive (HSE), and matters in relation to the provision of health-related services should therefore be directed to that body or to the Department of Health.
My Department and the National Council for Special Education (NCSE) are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential
Question No. 694 answered with Question No. 689.
Special Educational Needs
Ceisteanna (695)
Robert O'Donoghue
Ceist:695. Deputy Robert O'Donoghue asked the Minister for Education and Youth whether she will consider introducing mandatory ADHD awareness modules for all primary school staff, including training on executive functioning difficulties, sensory regulation, and trauma-informed approaches; and if she will make a statement on the matter. [18842/26]
Amharc ar fhreagraFreagraí scríofa
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.
Special Educational Needs
Ceisteanna (696)
Robert O'Donoghue
Ceist:696. Deputy Robert O'Donoghue asked the Minister for Education and Youth the mechanisms in place to address situations where a child with ADHD is repeatedly disciplined for behaviours arising from their disability; whether her Department monitors exclusion or suspension rates for neurodivergent pupils; and if she will make a statement on the matter. [18843/26]
Amharc ar fhreagraFreagraí 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.
Tusla Education Support Service (TESS) is under the remit of my department, and operates under the Education (Welfare) Act, 2000 (the Act), a piece of legislation that emphasises the promotion of school attendance, participation and retention.
Under Section 23 of the Act, the Board of Management of each school must prepare and make available a code of behaviour for its students. The Act also requires that the school code of behaviour is prepared in accordance with guidelines issued by Tusla and specify the following:
(a) the standards of behaviour that shall be observed by each student attending the school
(b) the measures that may be taken when a student fails or refuses to observe those standards
(c) the procedures to be followed before a student may be suspended or expelled from the school concerned
(d) the grounds for removing a suspension imposed in relation to a student
(e) the procedures to be followed relating to notification of a child’s absence from school
Section 21 of the Act sets out certain circumstances when a school principal is obliged to inform an educational welfare officer, including where a student is suspended for a period of not less than 6 consecutive school days.
The Department of Education and Youth published Guidelines on Understanding Behaviours of Concern and Responding to Crisis Situations in 2024. These Guidelines focus on prevention, intervention and de-escalation strategies that can be used by staff to support students to regulate their behaviour.
A range of training opportunities is available to schools through the National Council for Special Education (NCSE) to support their engagement with the guidelines and with the broader issue of student behaviour. The NCSE also employs a number of specialist roles to support schools and build teacher capacity that include autism advisors and behaviour advisors, who are assigned across regional support teams to provide advice, support and resources to schools.
As detailed in circular 0081/2024, all schools have been required to report instances of restraint to the NCSE since September 2025. Information arising from this process will be used to inform the NCSE’s programme of training supports for schools and to target NCSE supports to particular schools.
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 (697)
Robert O'Donoghue
Ceist:697. Deputy Robert O'Donoghue asked the Minister for Education and Youth whether schools are provided with sufficient funding for classroom supports such as sensory tools, fidget aids, and environmental adaptations; if she will consider ring-fenced funding for same; and if she will make a statement on the matter. [18844/26]
Amharc ar fhreagraFreagraí scríofa
My Department provides funding for furniture and equipment (F&E) for schools in various ways, depending on the appropriate delivery mechanism.
However, as the furniture and equipment needs of some children are highly sensitive and individualised, these applications for funding are dealt with on a case-by-case basis.
For this small cohort of children, part of the application process requires the submission of an Occupational Therapist’s (OT) report which details the individual requirements of a child, and the associated F&E needs.
It is not always possible to fund individual sensory and therapeutic items, as some of the items recommended by an OT are outside the current remit of the scheme, funding levels vary depending on the application received.
In addition to the above since 2025 when a school authority opens a new Special Educational Needs (SEN) classroom that has been sanctioned by the National Council for Special Education (NCSE) the school may qualify for the start-up grant of €30,000 for each new SEN classroom sanctioned.
The grant is paid automatically by the F&E section based on information provided by the NCSE list of approved Special classes.
Further information can be found under the following link: Furniture and equipment Process for Existing Schools (www.gov.ie/en/department-of-education/publications/furniture-and-equipment-process-for-existing-schools/)
School Transport
Ceisteanna (698)
Paula Butterly
Ceist:698. Deputy Paula Butterly asked the Minister for Education and Youth to respond to correspondence (details supplied) in relation to access to school transport; and if she will make a statement on the matter. [18846/26]
Amharc ar fhreagraFreagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The scheme is made up of three separate schemes, the school transport scheme for primary, post primary and for children with special educational needs. Transport is also provided for children who have arrived in Ireland from Ukraine and those residing in IPAS/EROC centres.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Under the terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school. At post primary level, they are eligible where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre. Distance is determined by the Department/Bus Éireann and rules have regard to ethos and language.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
Children who are eligible for school transport and who complete the application process on time (apply on time and pay on time) are accommodated on school transport services where such services are in operation and where there is capacity to do so.
Children who are not eligible but who apply for school transport are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places. In these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
With regard to the school in question, officials in my Department have met with the school principal on the matter and will continue to engage with Bus Éireann in this regard.
Special Educational Needs
Ceisteanna (699)
Paul Murphy
Ceist:699. Deputy Paul Murphy asked the Minister for Education and Youth whether she is concerned about the proposed move of a special school (details supplied); to outline where the school will be relocated; and if she will make a statement on the matter. [18851/26]
Amharc ar fhreagraFreagraí 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 advocates that students will be supported to receive an education in the most inclusive setting possible.
The department is engaging with the school named and its patron body to ensure that all concerns are fully addressed. Due to the sensitive nature of this engagement, I am not in a position to provide further details at this time.
However, I want to assure you that all of the matters raised are part of the ongoing discussions.
The school community should continue to engage with the Board of Management for the most up to date information.
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.
Pupil-Teacher Ratio
Ceisteanna (700, 701)
Barry Ward
Ceist:700. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the work ongoing within her Department to reduce the student teacher ratio in primary schools; and if she will make a statement on the matter. [18859/26]
Amharc ar fhreagraBarry Ward
Ceist:701. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the work ongoing within her Department to reduce the student teacher ratio in secondary schools; and if she will make a statement on the matter. [18860/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 700 and 701 together.
Budget 2026 provides for a total of €13.1 billion investment in education and in youth services in Budget 2026 – an almost 7 per cent increase on last year. Budget 2026 provides an increase of €845 million in core current funding for education and youth on the figure allocated for 2025, while the total investment figure also includes €1.6 billion allocated for 2026 as part of the National Development Plan 2026 – 2030. This funding reflects the Government’s continued commitment to ensuring that every child and young person can learn, thrive and reach their full potential. It builds on the progress made in recent years, while recognising that further work is needed to make education more inclusive and equitable for all.
Priority was given in recent Budgets to reducing the pupil teacher ratios in primary schools which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the most favourable ratio ever seen at primary level. Teacher allocations for DEIS Urban Band 1 schools have also been improved and now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively. . In 2015, teachers were allocated to primary schools at a general average of 28 pupils for every one teacher. In the same 10 year period, average class sizes in primary schools have improved from 24.9 to 22.2 and the pupil : teacher ratio shows the ratio of pupils to teachers improve from 16:1 to 12.8:1. In addition to the reductions in the teacher allocation ratio, a three-point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts. At post-primary level, a pupil teacher ratio of 19:1 is applied to all second-level schools in the Free Education System, while a ratio of 23:1 is applied to the 50 schools in the fee-charging sector.
Under the Programme for Government there is a commitment to aim to reduce the general pupil teacher ratio at primary level to 19:1 over the term of government and introduce targeted measures in schools with very large classes. I am considering how best to make further progress as part of the annual budgetary process in reducing the primary pupil teacher ratio in the context of Programme for Government implementation.
Question No. 701 answered with Question No. 700.
Special Educational Needs
Ceisteanna (702)
Barry Ward
Ceist:702. Deputy Barry Ward asked the Minister for Education and Youth regarding the work ongoing within her Department that seeks to increase the provision of special education teachers to ensure the best possible outcome for students that require additional support; and if she will make a statement on the matter. [18861/26]
Amharc ar fhreagraFreagraí 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 advocates that students will be supported to receive an education in the most inclusive setting possible.
By the end of the 2026 calendar year there will be over 21,000 special educational teachers and almost 25,000 special needs assistants (SNAs) in our mainstream classes, special classes and special schools. This will mean we will have almost 46,000 teachers and SNAs working in our education system committed to supporting and nurturing students with special educational needs, enabling them to achieve their best outcomes and reach their full potential.
Special education teachers provide additional teaching to students attending mainstream classes with special educational needs using a wide variety of teaching approaches.
The Special Education Teaching (SET) Allocation Model is a standardised allocation model that provides schools with additional teaching hours to support the teaching needs of students in mainstream classes.
When the model was introduced, it replaced a diagnosis led model with one based on need. This ensures the allocation supports all students that require a level of additional teaching support as identified through the Continuum of Support framework.
The allocation model uses a variety of statistical data to complete allocations. This data includes, enrolment data, data on educational needs profiles (literacy and numeracy) and data on educational disadvantage. This data is sourced from within the education sector to ensure it is validated and assured. The only external data used is the Pobal HP Deprivation Index which is used by Irish government departments for identification of disadvantage.
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.
Pupil-Teacher Ratio
Ceisteanna (703, 704, 705, 706, 707)
Barry Ward
Ceist:703. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the national average student teacher ratio in primary schools; and if she will make a statement on the matter. [18862/26]
Amharc ar fhreagraBarry Ward
Ceist:704. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the average student teacher ratio in primary schools in Dublin; and if she will make a statement on the matter. [18863/26]
Amharc ar fhreagraBarry Ward
Ceist:705. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the national average student teacher ratio in primary schools that do not have any DEIS status; and if she will make a statement on the matter. [18864/26]
Amharc ar fhreagraBarry Ward
Ceist:706. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the national average student teacher ratio in private primary schools; and if she will make a statement on the matter. [18865/26]
Amharc ar fhreagraBarry Ward
Ceist:707. Deputy Barry Ward asked the Minister for Education and Youth regarding the average student teacher ratio in private primary schools in Dublin; and if she will make a statement on the matter. [18866/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 703 to 707, inclusive, together.
Priority was given in recent Budgets to reducing the pupil teacher ratios in primary schools which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the most favourable ratio ever seen at primary level. Teacher allocations for DEIS Urban Band 1 schools have also been improved and now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively.
In 2015, teachers were allocated to primary schools at a general average of 28 pupils for every one teacher. In the same 10 year period, average class sizes in primary schools have improved from 24.9 to 22.2 and the pupil : teacher ratio shows the ratio of pupils to teachers improve from 16:1 to 12.8:1.
In addition to the reductions in the teacher allocation ratio, a three-point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts.
Private primary schools are not recognised schools under the Education Act, 1998 and therefore do not fall within my remit as Minister for Education and Youth. My Department has no responsibility regarding funding or any other matter relating to private primary schools as such schools are privately owned and managed.
The Statistics Section of my Department's website contains extensive data in relation to our schools, including information on pupil teacher ratio and the number of classes in each individual school.
Question No. 704 answered with Question No. 703.