Dáil Éireann Debate, Thursday - 23 April 2026
114. Deputy Paul McAuliffe asked the Minister for Education and Youth further to the Parliamentary Question No. 1345 of 14 April 2026, in reference to the criteria for DEIS Plus, the numerical threshold in each of the categories that enable schools to qualify for DEIS Plus; and if she will make a statement on the matter. [29135/26]
Amharc ar fhreagraAddressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority for me as Minister for Education and Youth and for the Government. The new DEIS Plus scheme, which will commence this year, launched as part of the DEIS Strategy to 2035, represents the most significant expansion of targeted supports since the establishment of DEIS. DEIS Plus is designed to provide enhanced, evidence-based supports to a cohort of 121 schools with the highest concentrations of children and young people at risk of educational disadvantage, identified through a refined data-based model that draws on a range of indicators associated with persistent and intergenerational disadvantage.
This approach ensures that additional resources are directed where they can have the greatest impact, and forms a core element of the wider €48 million full-year investment across both the DEIS Strategy and the DEIS Plus scheme. Approximately 30,000 children and young people attending DEIS Plus schools will benefit from these targeted supports.
Schools in the DEIS Plus scheme will receive strengthened, research-informed supports across wellbeing, attendance, engagement, guidance, leadership capacity, community partnerships and access to services, including the introduction of a new positive mental health and wellbeing initiative to support a whole-school approach to student wellbeing.
Disadvantage scores can be an important tool for identifying need and directing support. However, the publication of these scores can lead to unfair comparisons as they do not reflect the different contexts in which schools operate. The publication of such data can also unintentionally reinforce stigma and risk the deepening of inequality. The department uses this data carefully and in context, focusing on ensuring resources and supports reach the schools that need it the most, while avoiding any potential harm to school communities. For these reasons, the department does not publish disadvantage scores.
