Written Answers Nos. 85-99
85. Deputy Louis O'Hara asked the Minister for Education and Youth if mental health services and supports are provided in secondary schools; if this includes provision of counsellors in schools; how these resources are allocated between schools; and if she will make a statement on the matter. [35473/26]
Amharc ar fhreagraThe provision of counselling and therapeutic services in Ireland for children and young people is led by the Department of Health, through HSE Primary Care Psychology for low to moderate mental health difficulties and Child and Adolescent Mental Health Services (CAMHS) for more severe mental health difficulties. The HSE Child and Youth Mental Health Office in February 2025 published a 3 year Action Plan which sets out 16 key actions for comprehensive reform of child and youth mental health services in Ireland.
Within education the area of wellbeing and the promotion of positive mental health is a priority for the Department of Education and Youth. This includes promoting emotional wellbeing and resilience and positive coping skills, which support children and young people to manage the complexities of modern life.
The department’s approach to supporting wellbeing and mental health is set out in its Wellbeing Policy Statement and Framework for Practice which can be found at the following link Wellbeing in education (www.gov.ie) and informs the department’s extensive and ongoing work in the area of student wellbeing. The departments approach is founded on research and best international practice of how schools can best support the wellbeing and mental health of children and young people. The approach proposed is a whole school and preventative approach which has multiple components that include:
• Providing children and young people with opportunities to build core social and emotional skills and competencies
• Providing children and young people with opportunities to experience supportive relationships within the school setting and to learn through those relationships
• Providing children and young people with opportunities to be part of a school environment and culture that feels both physically and psychologically safe
• Schools are encouraged to develop policies that create an environment in which children and young people feel a sense of belonging and connectedness, in which they feel their voice is heard, and they feel supported.
• Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs.
A dedicated wellbeing portal is available, bringing together all the wellbeing supports and resources that have been developed by the Department and the Department’s support services, which are available to view here (www.gov.ie/en/department-of-education/campaigns/wellbeing-in-education/) on gov.ie - Wellbeing in education (www.gov.ie/en/department-of-education/campaigns/wellbeing-in-education/)
Policy implementation responsibility is coordinated by the Wellbeing Office which is situated within the National Educational Psychological Service (NEPS).
The National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary and special schools. The NEPS service provides access for all schools to:
• Psychological support in the event of a Critical Incident
• A Casework Service for individual children where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
• A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools and
• Ongoing access to advice and support for schools.
NEPS teams offer training and guidance for teachers in the provision of universal and targeted evidence-informed approaches and early intervention to promote children’s wellbeing, social, emotional and academic development.
The following programmes of support are available to schools by NEPS nationally:
• FRIENDS Resilience: The evidence-based anxiety prevention and resilience building programmes for all schools available online with implementation supported online or through in person cluster supports meetings.
• Student Support Teams: Training and in school implementation support for post primary schools to review and develop their systems to support the wellbeing and welfare of all students
• Trauma Informed Practice: ‘Introducing a Trauma Informed Approach, the Stress Factor: Getting the Balance Right’ e learning and live webinars to all teachers.
• Responding to Critical Incidents eLearning Course: NEPS continue the roll out of critical incident training to all schools via an eLearning platform.
• Embracing Diversity includes looking at cultural and linguistic diversity, promoting inclusive practice in education, key psychological constructs such as bias, stereotyping and intersectionality, inclusive language and examples of good practice in schools. Support is available through webinars.
• Welcome to our school: addresses how to support children and young people from international backgrounds, adopt key psychosocial principles (the Hobfoll principles) effective at addressing the wellbeing needs of those impacted by a traumatic event. NEPS welcome to our schools (www.youtube.com/watch?v=UR-tWbApvrQ)
• Reluctant School Attendance and school avoidance behaviours: Resources and webinars on how to support children and young people who display reluctant attendance and school avoidance behaviour.
Guidance counsellors are available in schools and can provide support to students. Guidance counselling is a key part of the school guidance programme, offered on an individual or group basis as part of a developmental learning process, at moments of personal crisis and at key transition points, such as transitioning to further education or employment. Guidance counsellors may work with students on a wide range of developmental issues that some students find difficult to manage.
Guidance counsellors are different to counsellors. Guidance counsellors are not mental health practitioners and recognise the limits of their knowledge, skills and competence. Guidance counsellors refer individuals (and their parents/guardians as appropriate) to other specialised services, as appropriate. Guidance counsellors are required to stay within their professional competence and boundaries.
Also at post primary a Student Support Team is a student-focused mechanism put in place by a school in order to co-ordinate the support available for students in the school and to facilitate links to the community and other non-school support services.
Jigsaw, in partnership with the National Educational Psychological Service (NEPS)/Department of Education & Youth, provides a comprehensive suite of mental health and wellbeing resources, training and programmes for post-primary schools through Neart. Neart supports schools to provide learning opportunities for students to promote mental health and wellbeing, as well as mental health webinars and eLearning courses for school staff, Student Support Teams and parents. A full outline of all Neart supports and resources on offer for the 2025/26 academic year is available here Neart Programme Areas 2025-2026 (www.d2nklej7l2bs3q.cloudfront.net/wp-content/uploads/2025/01/Neart-Programme-Areas-2025-2026-1.pdf)
Social, Personal and Health Education (SPHE) is a key part of the Primary and Post-Primary curriculum, in Irish schools. SPHE provides vital opportunities for the development of children’s wellbeing in the physical, social, emotional and intellectual domains.
The updated Junior Cycle specification provides clear direction on the knowledge, skills, and dispositions that all students should gain during the 3 years of junior cycle SPHE. It places a strong focus on the development of important life skills that young people need growing up in a fast changing and complex world. The SPHE specification is grounded in values of respect, equality, inclusivity, responsibility, dignity, compassion and empathy.
The Making Healthy Choices learning outcomes include that students should be able to ‘consider the multifaceted nature of health and wellbeing, and evaluate what being healthy might look like for different adolescents’, to ‘discuss societal, cultural and economic influences affecting young people when it comes to making healthy choices about smoking, alcohol and other addictive substances and behaviours (including gaming, gambling and social media addictions)’, and to ‘demonstrate skills and strategies to help make informed choices that support health and wellbeing and apply them in real-life situations that may be stressful and/or involve difficult peer situations’.
The updated Senior Cycle SPHE specification provides an opportunity for students to extend their health literacy skills, as they learn how to access, understand, appraise and use information and services related to health and wellbeing and build their confidence to communicate and act upon this information.
Some of the learning outcomes of Senior Cycle SPHE specification include that students should be able to explore the factors that influence mental health and wellbeing, including the influence of family, peers, societal attitudes, media, technology, alcohol and drugs, and one’s sense of self; recognise unhelpful thinking patterns and negative self-talk, as well as the signs and symptoms of low mood, stress and anxiety in themselves and others, and recognise when help should be sought, where to go and how to access help if needed.
The Department’s Wellbeing Office has initiated a Policy and Implementation Plan Review to plan for the next school wellbeing strategy. A broader stakeholder engagement process will take place to consult on a successor Wellbeing in Education Policy and Implementation Plan which will inform the priorities when we produce an updated strategy incorporating the continued, adapted, or new areas of agreed focus in educational wellbeing. Department officials will advertise this review on gov.ie and will communicate with stakeholders in coming months to include them in the consultation process, that will lead to the new Wellbeing Policy and Implementation Plan going forward.
86. Deputy Ann Graves asked the Minister for Education and Youth her views on a matter regarding a school (details supplied) [35510/26]
Amharc ar fhreagraUnder the Education Act 1998, legally, all schools are managed by the school Board of Management, on behalf of the school patrons. It is the school Board of Management that employs the school’s teachers and other staff members except in Education and Training Board (ETB) schools, where it is the ETB that is the employer.
All teachers are legally required to be vetted by the National Vetting Bureau. It is the role of the Teaching Council to administer vetting for teachers in Ireland. The Teaching Council assesses the vetting disclosure (result) to establish if a teacher can be registered. The role of the school is to receive and assess the vetting disclosure when employing teachers.
Schools are required to comply with Circular 31/2016 Commencement of Statutory Requirements for Garda Vetting which outlines that Section 12 of the Vetting Act requires that a school authority must not, other than where certain exemptions apply, commence the employment of an employee to undertake relevant work or activities before the school authority receives a vetting disclosure from the Bureau in respect of that person. This requirement applies in respect of all types of appointment of any duration including full time, part time and substitute positions.
Separate to the requirements of the Vetting Act school authorities are required to be cognisant of their civil law duty of care to their students and the need for prudent practice from a child protection perspective. School authorities are required to ensure compliance with the department’s requirements in relation to the provision of a child protection related statutory declaration and associated form of undertaking by all persons being appointed to teaching and non-teaching positions. The form of undertaking must be completed as close as possible to, and in any case before, the commencement of employment in the school. This includes emergency and substitute positions. The school authority must obtain and view the original statutory declaration and associated form of undertaking and retain a copy of it for its own records.
Section 4.1 (10) of Circular 31/2016 also outlines that thorough recruitment procedures, including the checking of references and any gaps in career history, are an essential element of child protection practice. It further outlines that statutory vetting should not take the place of good recruitment procedures but must be used as part of those procedures.
Department Circular 44/2019 sets out the leadership and management framework for posts and the recruitment and appointments procedures for registered Teachers, Assistant Principals, Deputy Principals and Principals in recognised primary schools and special schools, including where a proportion of the pupils attending are of post-primary age and where second level programmes are being provided. Circular 44/2019 also underlines that schools/ETBs must ensure compliance with the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 and with relevant Department Circulars in relation to Garda vetting. The Circular requires schools/ETBs to verify references for successful appointees.
Some of the issues raised by parents are ones which are best addressed by Dublin Dun Laoghaire ETB as the patron of the school / employer. It may assist to know that a working group was set up early in 2025 to support the establishment of the new special school in Belmayne. This group was chaired by the Department and included representatives from the patron body and the NCSE. The group continued to meet through 2025 and 2026 to progress the establishment of the school and monitor its progress since opening in late 2025.
This school is funded, resourced, and supported by the Department and the NCSE, in accordance with the profiled needs of the students.
The school currently has 30 students and a staffing allocation of
• an administrative principal
• an administrative deputy principal
• 5 class teachers and
• 10 special needs assistants (SNAs).
The school also has an allocation of 10 co-operation hours per week to support the delivery of post-primary subjects.
In addition to the above, one additional teaching post has been sanctioned recently. The additional staff will assist with providing a consistent staffing in the school in the event of any staff absences.
The school has also sought a review of its SNA allocation and has been engaging closely with the NCSE on this review and other supports. The NCSE have confirmed an additional 5 SNA posts for the school, increasing the number of SNAs to 15.
The school is also one of 45 special schools announced as part of phase 1 of the rollout of the new national Education Therapy Service.
87. Deputy Michael Healy-Rae asked the Minister for Education and Youth if a decision on an application for assistive technology can be reviewed (details supplied); and if she will make a statement on the matter. [35511/26]
Amharc ar fhreagraUnder the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment. It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
Based on the professional information provided to the SENO and in line with criteria set out in Circular 10/2013, the SENO was not in a position to recommend an assistive technology grant for the school concerned on behalf of the student. This decision is expected to be communicated to the school by the end of this week.
Once the communication has been issued, It is open to the school to appeal this decision. The appeals process is outlined on my Department’s website at the following link: https://www.gov.ie/en/service/237c68-assistive-technology-grant/.
Separately, where an appeal has been unsuccessful, but new information becomes available, the school may submit a new application to the SENO for consideration.
Parents may also contact SENOs directly to discuss their child’s special educational needs, using the contact details available at: www.ncse.ie/seno-contact-information
88. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth how the findings from the AI pilot projects (DALI4US, AI4T, FACTaL, ACT AI, AI DL), and the work of the AI External Advisory Taskforce, will be integrated into future versions of the AI guidance; and if she will make a statement on the matter. [35518/26]
Amharc ar fhreagraThe Guidance on AI in Schools serves as an initial step toward the safe, effective and responsible use of AI in schools. It works to provide a common understanding of AI and sets out principles, aligned to the Responsible Use of AI in the Public Service as well as providing practical approaches to supporting schools with a roadmap on the use of AI and general examples of how AI can be used in relation to teaching and learning, planning and preparation and in school leadership and management.
The guidance is currently being reviewed to take account of recent EU publications as well as research and feedback from education stakeholders as well as the findings from the AI pilots referenced in the question. The Department is working closely with Oide TiE in the development of the next version of the Guidance and as the Deputy may be aware, Oide TiE are involved in all of the AI pilots listed. The learnings from these pilots will be included in future iterations of the Guidance as well as in the development of further supports and resources in the area of AI and education.
As regards the AI External Advisory Taskforce, the first meeting is scheduled for May 14th. The aim of this is to provide a structured mechanism for engagement with key education stakeholders, along with the provision of additional expert input which will support the further development of evidence-informed advice and practical outputs on the safe, responsible and effective use of AI in schools, while having regard to relevant legal and regulatory requirements. A quarterly report will be submitted to the Minister on the progress of the Taskforce and as outputs and recommendations are developed, these will be taken into consideration in future iterations of the Guidance.
89. Deputy Cian O'Callaghan asked the Minister for Education and Youth the steps her Department have taken to address concerns raised by parents regarding recent reports at (details supplied); if her Department will commit to engaging with the Dublin and Dún Laoghaire Education and Training Board to address these concerns; if she will commit to meeting with the parents concerned; and if she will make a statement on the matter. [35555/26]
Amharc ar fhreagraThe Department of Education and Youth takes child protection very seriously and considers that the protection and welfare of children is a fundamental responsibility of all involved in the care and education of children. However, the department has no powers to investigate child protection concerns. Tusla has the statutory responsibility to assess all reports of child welfare and protection concerns. Any concern or allegation of a child protection nature received by staff in the Department of Education and Youth is immediately passed on to the relevant authorities, that is Tusla-the Child and Family Agency or An Garda Síochána, as appropriate. The school authority is also informed of the alleged concern received. Tusla decides whether an allegation of abuse is founded or unfounded and liaises with An Garda Síochána for investigation of the criminal aspects of a case. An Garda Síochána has overall responsibility for the direction of any criminal investigation.
The department has no role in employer/employee matters. Under the Education Act 1998, legally, all schools are managed by the school Board of Management, on behalf of the school patrons. It is the school Board of Management that employs the school’s teachers and other staff members except in Education and Training Board (ETB) schools, where it is the ETB that is the employer. Any actions in relation to the school employee, in relation to employment matters, are exclusively a matter for the employer.
It may assist to know that a working group was set up early in 2025 to support the establishment of the new special school in Belmayne. This group was chaired by the Department and included representatives from the patron body and the NCSE. The group continued to meet through 2025 and continues to meet in 2026 on a regular basis to progress the establishment of the school and monitor its progress since opening in late 2025.
This school is funded, resourced, and supported by the Department and the NCSE, in accordance with the profiled needs of the students.
The school currently has 30 students and a staffing allocation of
• an administrative principal
• an administrative deputy principal
• 6 class teachers and a new administrative teaching post
• 10 special needs assistants (SNAs), which has recently been increased to 15 following a review by the NCSE.
The school also has an allocation of 10 co-operation hours per week to support the delivery of post-primary subjects.
The school is also one of 45 special schools announced as part of phase 1 of the rollout of the new national Education Therapy Service.
The Department and the NCSE will continue to engage with and support the ETB and school as it grows and develops over time.
90. Deputy Máire Devine asked the Minister for Education and Youth whether in light of a new report (details supplied), which shows that only 40% of children living in Dublin’s south-west inner city attend secondary school locally, the lowest proportion of any urban LEA in the country, the commitments she and her Department will make towards the establishment of a new secondary school, as has been requested by many families over the past several years; the criteria for her decision; and if she will make a statement on the matter. [35592/26]
Amharc ar fhreagraIn order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
While the department’s school planning areas are very useful for planning purposes at a national level, in dense urban areas such as Dublin City it is necessary for the department to take a broader perspective in the assessment of school accommodation requirements, particularly at post primary level. In city areas there can be a high degree of inward and outward mobility of children between school planning areas, often linked with public transport and active travel routes, and parents are free to apply to enrol their children in any school, whether that is in the School Planning Area in which they reside or not.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to Gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (Aonad) in an English-medium school.
Dublin south- west inner city forms part of the Dublin_8 SPA and is served by 5 existing local post primary schools C.B.S James Street, Christian Brothers, Synge St, St Patricks Cathedral Grammar School, Presentation College and Mercy Secondary School. These schools have a total enrolment of over 1,400 pupils, which represents c. 70% of the post primary school going population of the area. These schools are under subscribed and have a total capacity to enroll up to 1,600 pupils, which represents c. 80% of the post primary school going population of the area. Additional capacity has been provided in post primary schools in neighbouring areas to cater from the balance of the demand from Dublin 8.
According to preliminary enrolment data, approximately 12% of first year places in Dublin 8 post primary schools remained unfilled for 2025/26. Some families are choosing to enrol their children in post primary schools outside the Dublin 8 school planning area. Pupils are enrolled in Clogher Road Community College, a multi-denominational school that is operated under the joint patronage of CDETB and Educate Together. This school’s admission policy includes provision for Dublin 8 pupils. The school is located less than 1km from the Dublin 8 School Planning Area boundary. Also, Kylemore College in Ballyfermot includes provision for Dublin 8 pupils in its admission policy and is also located less than 1km from the Dublin 8 school planning area border on the Inchicore side.
The capacity of Harolds Cross Educate Together Secondary School has recently been expanded to cater for more than 1,000 pupils, with the completion of its new school building. This post primary school will be enrolling many pupils living in the south-west inner city area going forward.
The demand for school places are kept under review. Recent demographic analysis has determined that there is not a sufficient unmet demand in the area to establish a new post primary school.
Ensuring sufficient school capacity is a priority for the department, and the school place needs in Dublin’s south-west inner city will continue to be kept under review. Additionally, the department will continue to work with the school authorities and patrons to support any required increase in capacity at schools in the area.
91. Deputy Máire Devine asked the Minister for Education and Youth whether in light of a new report (details supplied), which shows that children in Dublin's south-west inner city (SWIC) are far less likely than children in other areas to attend third-level education, the investment in secondary education she and her Department will make to improve access to third level for children in SWIC; and if she will make a statement on the matter. [35593/26]
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.
The DEIS Strategy to 2035, which I launched in March, is the first long-term, whole-system approach to addressing educational disadvantage. This strategy recognises education as central to breaking cycles of disadvantage, expanding opportunity, and ensuring long-term security. It sets out a more flexible model of support, so that resources are aligned with each school’s level of need as it changes over time.
The strategy acknowledges that students at risk of educational disadvantage are present in all schools. It therefore focuses on improving outcomes, encouraging innovation, and ensuring schools can access the right supports when needed. The DEIS Strategy to 2035 sets out actions under the strategic objective 2.2, to develop an agile resource allocation model to support children and young people at risk of educational disadvantage in all primary and post-primary schools. These actions focus on the continued enhancement of the data available to measure school level disadvantage and for the development of a more flexible resource allocation model that can react to change in school needs and provide the right resources at the right time. The increase in DEIS Grant and HSCL allocation for schools in the DEIS programme, and the allocation of HSCL on a pilot basis to a selection of schools that are not in the DEIS programme is a first step in the move to that more dynamic model.
The new DEIS Plus scheme was launched as part of the DEIS Strategy to 2035. It 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, including 2 primary schools in Dublin 8, 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.
It is important to stress that a school not identified through the DEIS Plus model does not in any way imply that my department is saying that disadvantage does not exist within that school community. DEIS Plus schools were identified using a refined, rules-based model built on nationally available pupil-level administrative data. The model draws on a range of indicators associated with persistent and intergenerational disadvantage, including small-area deprivation, lone parenthood and unemployment, Traveller and Roma identity, and children living in State-funded emergency accommodation or international protection accommodation. These indicators are applied consistently across all schools using enrolment data from the past three years.
For inclusion in DEIS Plus, schools must demonstrate both a level of disadvantage that is significantly above the national average under the model and a high concentration of pupils from very or extremely disadvantaged areas. My department recognises that some schools are operating in the context of complex local pressures within their wider communities. While these challenges are often well understood locally, they are not always captured in datasets that can be fairly and consistently applied across the entire school system. A rules-based national model must consider all schools on the same basis; it cannot substitute locally held knowledge for data that are not available or comparable nationwide.
My department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS Plus scheme. Schools that were not satisfied with the outcome following the application of the DEIS Plus identification model to their school enrolment data have the opportunity to have that outcome reviewed. The appeal process is open until 25 May. Schools have the opportunity to update their school enrolment data for the years 2023/2024, 2024/2025 and 2025/2026 on POD and PPOD, where they identify that the information already provided is not an accurate reflection of their school enrolment for those years. Schools may also request that the application of the model to their existing data is reviewed.
Information on the appeal process can be found at the following link: [www.gov.ie/en/department-of-education/circulars/deis-plus-scheme-appeal-process/]
Matters relating to access to third-level education fall within the remit of my colleague the Minister for Further and Higher Education Research Innovation and Science. The DEIS Strategy to 2035 includes actions to work with the Department of Further and Higher Education, Research, Innovation and Science, to support learners at risk of educational disadvantage in progressing effectively and transitioning successfully to life beyond post-primary school.
92. Deputy Ann Graves asked the Minister for Education and Youth the options available to a person (details supplied) to ensure her 13-year-old child gets access to a school.; and if she will make a statement on the matter. [35594/26]
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.
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 achieve their full potential.
93. Deputy Peadar Tóibín asked the Minister for Education and Youth in light of ongoing concerns about school transport access, to provide a county-by-county breakdown for 2025 of the number of primary and post-primary pupils unable to secure school transport; the number of concessionary tickets issued; the number of children in IPAS accommodation provided with school transport; the number of vacant seats on services serving IPAS centres; and the actions being taken in each county to address capacity shortfalls. [35637/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth. The scheme demand led scheme based on the number of eligible children who apply.
The 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 2026, which equates to an increase of close to 50%.
For the 2025/26 school year all eligible pupils who applied and paid on time were facilitated on a service where one exists. The data requested by the Deputy on pupils who did not secure tickets is not available in the manner requested. However, it should be noted that a total of 1,137 pupils at post primary level and 385 pupils at primary level did not receive tickets. These numbers include on time applications where there was no capacity on an existing service.
In line with the guidelines of the scheme, pupils who applications from those who apply/pay late are processed once all on time applications have been dealt with. Seats are allocated to late applicants where capacity exists.
The information requested by the Deputy on concessionary tickets is provided in the attached table.
As of March 2026, over 1,800 tickets had issued to pupils residing in IPAS centres, these children travelled on dedicated and mainstream services depending on where pupils reside. Bus Éireann endeavours wherever possible to ensure all vehicles are full to capacity. Services in all locations are considered when planning mainstream services for the upcoming school year.
The scheme is demand-led based on the number of eligible children who apply. The online portal for the 2026/27 school year closed on 08 May 2026 and will remain closed until 01 July 2026. Bus Éireann are currently assessing all applications and planning for routes and services for the next school year. Routes may be altered or extended depending on the number and location of eligible children who will be availing of school transport for that year.
|
Number of mainstream tickets concessionary tickets issued |
|
|
|
County |
Post Primary |
Primary |
|
Carlow |
657 |
370 |
|
Cavan |
706 |
925 |
|
Clare |
769 |
533 |
|
Cork |
3,108 |
2,787 |
|
Donegal |
1,643 |
1,918 |
|
Dublin |
380 |
419 |
|
Galway |
2,582 |
1,840 |
|
Kerry |
1,248 |
1,131 |
|
Kildare |
1,312 |
961 |
|
Kilkenny |
881 |
911 |
|
Laois |
517 |
394 |
|
Leitrim |
390 |
540 |
|
Limerick |
1187 |
760 |
|
Longford |
602 |
401 |
|
Louth |
900 |
350 |
|
Mayo |
939 |
870 |
|
Meath |
1,480 |
1,101 |
|
Monaghan |
602 |
657 |
|
Offaly |
835 |
406 |
|
Roscommon |
448 |
654 |
|
Sligo |
807 |
576 |
|
Tipperary |
1480 |
955 |
|
Waterford |
652 |
400 |
|
Westmeath |
906 |
577 |
|
Wexford |
2,036 |
962 |
|
Wicklow |
823 |
461 |
|
Grand Total |
27,890 |
21,859 |
Data as at P3 2026
Post primary data includes pupils accommodated under Temporary Alleviation Measures (TAMs). Under these measures, transport will be provided where there is a route in operation and where capacity exists for concessionary post primary pupils who are eligible for transport to their nearest school, are attending their second nearest school and who applied and paid on time.
94. Deputy Peter Roche asked the Minister for Education and Youth if she will provide a list of all school building, extension, refurbishment and other capital projects delivered under the remit of her Department which have been completed on time and within budget in Galway in each of the past five years, in tabular form; and if she will make a statement on the matter. [35652/26]
Amharc ar fhreagraSince 2020, the Department of Education has provided over €256 million in capital funding for Galway schools. Over this period, a total of 88 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 17 school projects in Galway under construction.
A further 10 school?projects will go to tender or construction in 2026 or 2027, and this summer, 20 schools?are approved to?undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020, a total of 345 smaller-scale projects have been completed under schemes such as Summer Works Scheme, Climate Programmes and Emergency Works Scheme. Since 2020, 104 special classes have been opened in Galway, of which 26 were sanctioned for September 2026.
Analysis of over 100 completed large-scale projects nationally indicates an average of circa. 10% increased expenditure over contract values. Previously a circa 5% uplift was average; however, additional capacity for special education has been a significant driver of this recent increase, in response to a huge increase in demand for special education provision in the last few years. Site specific issues have also had a role in increased costs
The Deputy will appreciate that with the scale of the school building programme regarding projects completed since 2020, the dataset in relation to the specific questions is very substantial and would require individual project analysis. If the Deputy would like more specific information on an individual project/s, given that many projects are delivered on a devolved basis, my department can link in with the relevant school authorities for full details on same.
In relation to the specific questions raised by the Deputy, it is important to note that the status of all projects is set out at (www.gov.ie). This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
95. Deputy Réada Cronin asked the Minister for Education and Youth for an update on the emergency works grant being provided for a school (details supplied), given the state of the roof there; and if she will make a statement on the matter. [35762/26]
Amharc ar fhreagraAs the Deputy maybe aware, the purpose of the Emergency Works Scheme is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation. An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The Emergency Works Scheme operates on the basis of a minimal scope of works required to address the emergency situation. The scheme is intended to remedy an emergency situation and usually provides an interim measure until a permanent solution can be delivered under a Summer Works Scheme.
The Summer Works Scheme is a scheme that allows schools to apply for upgrade and proactive maintenance works required to their buildings and is designed to provide a comprehensive solution to issues that schools encounter, including those which have been addressed on an interim basis, under the Emergency Works Scheme.
The school to which the Deputy refers, Scoil na Mainstreach, submitted an application for funding under the Emergency Works Scheme (EWS) for roof works.
This application was unsuccessful as the works sought do not fall under the remit of the EWS as outlined in Circular 0068/2020. The EWS does not provide for upgrades/ refurbishments or future proofing.
This decision has been communicated to the school. The option remains open to the school to appeal this decision. Appeals will be considered if additional relevant information that was not provided as part of the original application is submitted to the Departments EWS team.
To date the school in question have not appealed this decision. An official from the Emergency Works team has contacted the school recently and advised on the appeals process.
The Climate Action Summer Works Scheme is the appropriate funding mechanism for upgrade works, including upgrades to roofs. In this regard, Scoil na Mainstreach did not apply for any summer works funding under the 2020 or 2025 Summer Works Scheme.
96. Deputy Réada Cronin asked the Minister for Education and Youth the steps being taken to reduce the waiting lists for students in primary and secondary schools in North Kildare; and if she will make a statement on the matter. [35763/26]
Amharc ar fhreagraI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post-primary level, including children and young people with special educational needs, is an absolute priority of mine.
The annual enrolment process for new Junior Infants at primary level and new First Years at post-primary level is a very large-scale operation that is transacted across close to 4,000 schools nationwide, involving approximately 140,000 pupils. My Department works closely with schools, patrons and management bodies to ensure that there are sufficient school places available to meet the needs of children and young people.
In this regard, my Department continued its data-sharing arrangements, consistent with previous years, across a number of school planning areas, including a number of areas in County Kildare. The data gathered indicated that the vast majority of areas had sufficient capacity to cater for demand. However, a small number of areas experienced capacity pressures and, in response, my Department engaged directly with schools to increase intake and ensure that sufficient capacity was available, including in Maynooth, Celbridge, Naas and Leixlip.
While my Department is aware of enrolment pressures and demand for additional school places in some areas, it is important to note that such pressures can be driven by a range of factors including duplication of applications, applications from outside an area, and school of choice considerations. Notwithstanding this, in some areas demographic growth and other factors are driving a requirement for additional school places.
The Department continues to work with schools, patrons and management bodies to monitor enrolment trends and to ensure that sufficient capacity is available to meet demand in Co. Kildare and nationally.
98. Deputy Pádraig O'Sullivan asked the Minister for Culture, Communications and Sport the details of the legacy programme being developed in relation to EURO 2028; the specific long-term benefits envisaged for football and local communities; the projects, initiatives and funding streams currently under consideration; and if he will make a statement on the matter. [35728/26]
Amharc ar fhreagraWhile the immediate economic impact of hosting EURO 2028 will be significant, it is important that the event and the Government investment in it is also used to leverage long-term benefits for football and for the wider community.
The Government is committed to ensuring there are tangible benefits to wider society arising from the hosting of all such major international sports events.
The unique power of football to inspire children to play and develop a long-term affinity for the game will be a core theme of the EURO 2028 legacy.
Across the host nations, an ambitious, collaborative Impact and Legacy programme encompassing soccer participation initiatives, sustainability, arts and heritage, and community cohesion is in development, with details to be announced in due course.
99. Deputy Eoin Ó Broin asked the Minister for Culture, Communications and Sport when the agreed increase to An Post pensions will be approved and paid to members of the scheme; if this will be prioritised in light of the current cost-of-living crisis; and if he will make a statement on the matter. [35458/26]
Amharc ar fhreagraUnder section 46 of the Postal and Telecommunications Services Act 1983, the Minister for Culture, Communications and Sport with the concurrence of the Minister for Public Expenditure, Infrastructure, Public Service Reform and Digitalisation, approves any superannuation schemes submitted by An Post. The operation of the schemes is a matter between the management of An Post, staff representatives and the trustees of the schemes.
In accordance with the Act and the relevant Code of Practice for the Governance of State Bodies, An Post must seek Ministerial approval from both Ministers to increase pensions and deferred pensions for members of the An Post superannuation scheme. Section 2.13 of the Code of Practice for Governance of State Bodies Superannuation and Remuneration annex sets out that NewERA advice should be sought in respect of pension amendment proposals, as is appropriate in their role as commercial and financial advisors to the Ministers.
On 23 October 2025, An Post wrote to my Department requesting consent for an increase to pensions in payment and deferred pensions, namely, to increase pensions in payment for members and deferred members of the An Post Superannuation Scheme by 6% per annum with effect from 1st January 2025 and 1% from 1st of June 2025, arising from its agreements with employee representative groups. In line with both the Code of Practice for State Bodies and the relevant legislation, Ministerial consent has been granted, and this was conveyed to An Post on 25 February 2026.
