Written Answers Nos. 547-566
547. Deputy Paul Murphy asked the Minister for Education and Youth if she is aware of the case of a child (details supplied); and if she will instruct her Department to engage with the family in order that the child’s education is not affected in a negative way. [37739/26]
Amharc ar fhreagraMy department’s main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area.
Parents have the right to choose which school to apply to and where the school has places available for the relevant year, the student should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some students not obtaining a place in the school of their first choice.
In accordance with the provisions of the Education (Admission to Schools) Act 2018, schools are required to clearly set out their selection criteria in their admission policies. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. It is an important feature of the act that schools can only make a decision on an application for admission that is based on the school’s admission policy.
The configuration of classes and the deployment of classroom teachers are done at local school level. The Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account (e.g. classroom accommodation, fluctuating enrolment etc.).
Under Section 29 of the Education Act 1998, the parent of the student, or in the case of a student who has reached the age of 18 years, the student, may appeal a decision of this school to refuse admission. An appeal may be made under Section 29 (1)(c)(i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed. An appeal may be made under Section 29 (1)(c)(ii) of the Education Act 1998 where the refusal to admit was due a reason other than the school being oversubscribed.
548. Deputy Michael Healy-Rae asked the Minister for Education and Youth the status of a special class for a school (details supplied); and if she will make a statement on the matter. [37790/26]
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 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.
In addition, the Minister announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways the department is actively engaging to meet the increased demand.
504 new special classes have been sanctioned to date, including 22 inclusive special classes. 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 504 new special classes, 330 are being established in primary schools and 174 in post-primary schools. New special classes are being established in every county with 17 new special classes confirmed for Kerry so far.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school.
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.
549. Deputy Ken O'Flynn asked the Minister for Education and Youth if it is permitted for a post-primary school to require parents to purchase a specific laptop model from a single designated supplier as a condition of a student’s participation in classroom learning; and if so, the statutory, circular or policy basis for same. [37796/26]
Amharc ar fhreagra557. Deputy Ken O'Flynn asked the Minister for Education and Youth if she will confirm whether requiring parents to purchase a laptop in order for a child to fully participate in classroom learning is consistent with the principle of free post-primary education; and if she will outline the steps she will take to ensure no child is excluded from education due to inability to pay. [37804/26]
Amharc ar fhreagraI propose to take Questions Nos. 549 and 557 together.
It is the responsibility of each individual school to select the digital resources, if any, that it will use to support its implementation of the curriculum. The Digital Strategy for Schools to 2027 does not mandate or prescribe the use of any particular devices or technologies in teaching and learning, rather it advocates for the deeper embedding of digital technologies in teaching and learning to develop digital literacy and competence, critical thinking and collaborative practice. It is not merely focused on using digital devices as an alternative to physical textbooks or resources.
Accordingly, there is no Department requirement for students to use personal digital devices for schoolwork or homework. Where digital devices are used as part of teaching and learning, schools are expected to ensure that no child is disadvantaged due to lack of access to technology. Schools are also required to comply with data protection and child wellbeing obligations, and to set out their approach to digital technology use in relevant policies, including the Acceptable Use Policy, in consultation with parents and pupils, as appropriate.
It should be noted that under the Education Act, the Boards of Management of Schools have responsibility for the day-to-day management of schools. Decisions regarding the use and deployment of digital technology in schools is therefore a matter for the Board of Management of each school in the context of their digital learning planning. Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices with cost and other implications being fully considered by the Boards of Management before a decision is made.
I am keenly aware of the challenges faced by educators and parents in relation to costs of digital technology, including tablets, and my Department continues to work to help support schools and families meet these costs. A number of measures are in place to support educators and parents, as part of my department’s ongoing commitment to reduce financial pressure on families and ensure every student is supported to succeed. This includes an instruction from my department to schools to consult with parents and their school community on the issue of ensuring costs are reasonable for parents, and how to avoid costs acting as a barrier - wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.). Schools should also provide a full list of required items, with guidance on best-value options. Circular 32/2017 sets out the measures to be adopted by schools to reduce the cost of school uniforms and other costs.
The Digital Strategy for Schools to 2027 was published in 2022 and is underpinned by funding of €200m over the course of the strategy to support its implementation, which was committed to under Ireland’s National Development Plan (NDP).
Under this current strategy a total of €170m has issued to schools, with the most recent tranche of funding of €35 million issued to all recognised primary, special schools and post-primary schools in January 2026. This funding issued directly to schools, as they are best placed to determine the needs of their own students and have autonomy to do so. The funding may be used for ICT infrastructure, as required, and can also support the establishment of a device lending scheme for students, as appropriate.
This funding demonstrates the ongoing commitment to support schools to embed the use of digital technologies in teaching learning and assessment, providing funding to support each school in its digital learning planning, fairly and transparently, regardless of the individual approach taken by the school.
550. Deputy Ken O'Flynn asked the Minister for Education and Youth the mandatory arrangements schools are required to have in place to ensure that students whose families cannot afford a compulsory laptop purchase are not excluded from full participation in teaching, learning and assessment; and if she will outline the minimum standard expected. [37797/26]
Amharc ar fhreagra551. Deputy Ken O'Flynn asked the Minister for Education and Youth the assessment her Department has made of the impact of compulsory laptop purchase schemes on educational equality and disadvantage, including the risk of students being singled out or excluded due to inability to pay; and if she will make a statement on the matter. [37798/26]
Amharc ar fhreagra552. Deputy Ken O'Flynn asked the Minister for Education and Youth if she is aware that applications for exceptional needs payments are being refused by the Department of Social Protection in cases where families cannot afford compulsory school laptop costs, on the basis that schools should have funding available; and if she will clarify whether her Department accepts responsibility for ensuring that students have access to mandatory devices required for learning. [37799/26]
Amharc ar fhreagraI propose to take Questions Nos. 550, 551 and 552 together.
It is the responsibility of each individual school to select the digital resources, if any, that it will use to support its implementation of the curriculum. The Digital Strategy for Schools to 2027 does not mandate or prescribe the use of any particular devices or technologies in teaching and learning, rather it advocates for the deeper embedding of digital technologies in teaching and learning to develop digital literacy and competence, critical thinking and collaborative practice. It is not merely focused on using digital devices as an alternative to physical textbooks or resources.
Accordingly, there is no Department requirement for students to use personal digital devices for schoolwork or homework. Where digital devices are used as part of teaching and learning, schools are expected to ensure that no child is disadvantaged due to lack of access to technology. Schools are also required to comply with data protection and child wellbeing obligations, and to set out their approach to digital technology use in relevant policies, including the Acceptable Use Policy, in consultation with parents and pupils, as appropriate.
Under the Digital Strategy for Schools to 2027, some €200 million has been committed through the National Development Plan for school ICT, with around €170 million already allocated to schools. The most recent tranche of the ICT Grant €35 million which issued to schools in January 2026. All students following primary and post-primary programmes are included, for per capita purposes, in recognised primary, special and post-primary schools. An enhanced per capita rate applies to students enrolled in DEIS and Special schools and to pupils in mainstream special class primary settings. Clarity and certainty are being provided for the school system through an annual grant payment timeline, which is now set for the December/January payment period, rates and eligibility for this funding, is set out in the associated circular which can be found on gov.ie website.
Addressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority the 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.
The DEIS Plus scheme aims to address persistent and intergenerational disadvantage. Therefore, for the purposes of identifying schools for inclusion in the DEIS Plus scheme, only Urban Band 1 schools already in the DEIS programme were considered. Further information on the identification process can be found at gov.ie/deis.
553. Deputy Ken O'Flynn asked the Minister for Education and Youth the ICT-related funding streams provided to post-primary schools, including digital strategy and technology grants, and to clarify whether such funding may be used to provide devices directly to students who cannot afford compulsory laptop costs. [37800/26]
Amharc ar fhreagra554. Deputy Ken O'Flynn asked the Minister for Education and Youth the oversight and enforcement mechanisms that exist to regulate school policies which impose compulsory laptop purchases on parents, including where parents are directed to a single supplier; and the actions available to the Department where such policies cause financial hardship. [37801/26]
Amharc ar fhreagra558. Deputy Ken O'Flynn asked the Minister for Education and Youth in respect of funding provided to post-primary schools under the Digital Strategy for Schools and associated ICT and technology grant schemes, the checks and oversight mechanisms in place to ensure that such funding is being used to support student access to digital learning, including the provision of laptops or devices for students whose families cannot afford same; and if she will clarify whether schools are permitted to state that such funding may only be used for school-based ICT infrastructure and cannot be utilised to support students directly. [37805/26]
Amharc ar fhreagraI propose to take Questions Nos. 553, 554 and 558 together.
The department's strategy on ICT in schools, the Digital Strategy for Schools to 2027, does not mandate or prescribe the use of any particular devices or technologies in teaching and learning. The Strategy is concerned with the deeper embedding of digital technologies in education, to develop digital literacy and competency, critical thinking, and enhance collaborative learning. It is not merely about replacing physical textbooks and resources with digital versions accessed via a digital device.
Through the digital strategy, schools are directly funded for ICT and have autonomy to determine which infrastructure and devices (including tablets or laptops) are utilised, in line with their Digital Learning Plans. Schools must also have acceptable usage policies in place and may use ICT funding to support new curricula and assessment.
Department guidance states that schools should support equitable access to ICT for all students and may provide devices on loan to students (via device loan schemes) where required. Schools are also advised to consult with parents and the wider school community when developing technology policies that may involve costs for families. However, there is no dedicated funding stream for one-to-one student devices. Schools have flexibility to use their ICT grants to meet local priorities, including infrastructure, maintenance and device provision, within available resources.
It should be noted that under the Education Act, the Boards of Management of Schools have responsibility for the day to day management of schools. Decisions regarding the use and deployment of digital technology in schools is therefore a matter for the Board of Management of each school in the context of their digital learning planning. Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices with cost and other implications being fully considered by the Boards of Management before a decision is made. additionally, schools are required to be compliance with Circular: 13/2014 Management of and Accountability for Grants from Exchequer Funds and this is further set out in the associated grant circulars.
Under the Digital Strategy for Schools to 2027, some €200 million has been committed through the National Development Plan for school ICT, with around €170 million already allocated to schools. The most recent tranche of the ICT Grant €35 million which issued to schools in January 2026. Funding is provided through annual ICT grants based on a flat-rate per school and a per-student amount, and must be used for ICT infrastructure, including networks, classroom technology, software and shared student devices. To provide certainty for schools, the ICT grant payment timeline has been standardised, with payments now scheduled for the December/January period each year.
Additionally, to assist schools, the OGP, ASERIA (formally HEAnet), as well as my Department, have established a number of frameworks of providers of digital devices including tablets, pcs and laptops, with appropriate specifications, agreed pricing, and levels of service, as well as providing framework management. Schools are encouraged to avail of these frameworks which will enable them to comply with procurement requirements and achieve agreed, transparent, pricing.
555. Deputy Ken O'Flynn asked the Minister for Education and Youth if she will issue a national direction to all post-primary schools prohibiting compulsory laptop purchase schemes which require parents to buy devices privately as a condition of curriculum access; and if not, the reasons for same. [37802/26]
Amharc ar fhreagraThe provision and use of digital devices in post-primary schools is a matter for the board of management, having regard to their unique circumstances, educational programmes and the needs of their students. Schools are best placed to determine how technology can support teaching and learning in their settings, including decisions relating to device usage.
Department guidance states that schools should support equitable access to ICT for all students and may provide devices on loan to students (via loan schemes) where required. Schools are also advised to consult with parents and the wider school community when developing technology policies that may involve costs for families. However, there is no dedicated funding stream for one to one student devices. Schools have flexibility to use their ICT grants to meet local priorities, including infrastructure, maintenance and device provision, within available resources.
Under the Digital Strategy for Schools to 2027, the Department is investing significantly in the provision of ICT infrastructure and supports. This includes grant funding to schools for ICT, as well as supports for connectivity. These investments are intended to enhance equitable access to technology across the education system.
In addition, the Department has issued guidance to schools on the development of Acceptable Use Policies and on planning for digital learning, which emphasise inclusivity, affordability and the avoidance of undue financial burden on families. Schools are encouraged to consult with parents and stakeholders when considering any arrangements that may have financial implications.
It is not proposed at this time to issue a national direction prohibiting all laptop or device schemes, as a blanket approach would not reflect the diversity of school contexts or the autonomy of school management. However, the Department will continue to engage with educational stakeholders on this matter.
Should concerns arise in individual cases relating to the affordability of such devices for parent(s)/guardian(s), they are advised to raise these with the school in the first instance, or with the school’s Board of Management where necessary. Where a school decides to implement a one-to-one device policy, schools are recommended to put in place a device loan scheme (i.e., a scheme to loan devices to students for use, where needed).
556. Deputy Ken O'Flynn asked the Minister for Education and Youth the number of complaints, representations or queries received by her department in each of the past five years relating to compulsory laptop or digital device purchase schemes in post-primary schools; and the actions taken by the Department in response. [37803/26]
Amharc ar fhreagraThe provision and use of digital devices in post-primary schools is a matter for the board of management, having regard to their unique circumstances, educational programmes and the needs of their students. Schools are best placed to determine how technology can support teaching and learning in their settings, including decisions relating to device usage.
Department guidance states that schools should support equitable access to ICT for all students and may provide devices on loan to students (via loan schemes) where required. Schools are also advised to consult with parents and the wider school community when developing technology policies that may involve costs for families. However, there is no dedicated funding stream for one to one student devices. Schools have flexibility to use their ICT grants to meet local priorities, including infrastructure, maintenance and device provision, within available resources.
In relation to the number of complaints, representations received by my department over the last 5 years, some 100 different correspondences, representations and PQs have been received over that period and directly responded to by my department.
|
Year |
Total |
|
2021 |
19 |
|
2022 |
10 |
|
2023 |
6 |
|
2024 |
6 |
|
2025 |
32 |
|
2026 |
34 |
Under the Digital Strategy for Schools to 2027, the Department is investing significantly in the provision of ICT infrastructure and supports. This includes grant funding to schools for ICT, as well as supports for connectivity. These investments are intended to enhance equitable access to technology across the education system.
In addition, the Department has issued guidance to schools on the development of Acceptable Use Policies and on planning for digital learning, which emphasise inclusivity, affordability and the avoidance of undue financial burden on families. Schools are encouraged to consult with parents and stakeholders when considering any arrangements that may have financial implications.
559. Deputy Denise Mitchell asked the Minister for Education and Youth if she is aware that a lack of SNA supports for children with additional needs in some Gaelscoileanna is leading to parents withdrawing children to English-language schools which are better resourced in this area; the steps she is taking to address this matter and ensure children with additional needs can remain in Gaelscoileanna; and if she will make a statement on the matter. [37831/26]
Amharc ar fhreagraThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
Special education funding will exceed €3 billion in 2026 – up 58% since 2020 and the highest amount ever provided.
The number of special needs assistants (SNAs) allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. By the end of the 2026/27 school year there will be close to 25,000 SNAs in our mainstream classes, special classes and special schools.
SNAs play a key role in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential.
It is important to note that there have been increases in SNAs in all counties and across all education settings since 2020, including mainstream, special classes and special schools.
All schools reviewed by the National Council for Special Education (NCSE) and allocated additional resources will receive them in the upcoming school year.
It was agreed that the SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of a SNA will be advanced before any further decisions are taken.
The priority will be to ensure that the child-centred approach to the provision of special education is retained and enhanced in these policy developments.
After these key documents are agreed and published, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.
The department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
560. Deputy Denise Mitchell asked the Minister for Education and Youth when a school (details supplied) will receive a determination on application for additional SNA supports; if she is aware that the school has still not received a response on its application despite being assured it would be processed before Easter 2026; and if she will make a statement on the matter. [37832/26]
Amharc ar fhreagraThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) 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.
561. Deputy Barry Heneghan asked the Minister for Education and Youth whether she is aware of the financial pressures faced by students and families arising from the cost of participating in extracurricular activities, including school sports, competitions and travel; whether additional funding or targeted supports are being considered to assist schools in reducing these costs and ensuring that all students can participate regardless of financial circumstances; and if she will make a statement on the matter. [37835/26]
Amharc ar fhreagraVoluntary contributions by parents of pupils enrolled in recognised schools are permissible provided it is made absolutely clear to parents that there is no requirement Voluntary contributions can be requested by schools; however, it must be made absolutely clear to parents that there is no requirement to pay, and that, in making a contribution, they are doing so of their own choice, and there is no compulsion to pay.
No charge may be made, in respect of instruction in any subject of the school curriculum or for recreation or other activities where all pupils are expected to take part. However, certain charges may be legitimately requested such as payments in respect of extra-curricular activities, provided such activities are not obligatory and individual pupils can choose whether or not to participate. The charge must reflect the true cost involved.
The Education (Admission to Schools) Act 2018 is an important piece of legislation which has introduced a more parent-friendly, equitable and consistent approach to how school admissions policy operates for the almost 4,000 primary and post-primary schools. Section 64 of the act prohibits the charging of fees or seeking payment or contributions for an application for admission to or for continued enrolment in a school. In instances where the department is made aware of schools' charging fees that are prohibited by section 64, the department will follow up with the school(s) concerned.
My department recognises the importance of physical activity in the educational setting and remains committed to developing this area further.
The Pilot Programme on Physical Activity in Teaching and Learning has been designed to encourage teachers and school leaders, in consultation with their students, to consider how a subject can be taught through physical activity. It aims to provide an opportunity for schools to be innovative and creative in integrating physical activity into the teaching and learning of a subject area. This is in addition to the physical activity experienced by learners during designated physical education lessons
The Physical Activity in Teaching and Learning Pilot Programme ran for the first time in the school year 2024-2025. Funding of €300,000 was provided for the second year of the pilot in school year 2025-2026, with 41 schools being supported. The scheme will run throughout the school year 2025/2026, with the duration of the project determined by each school in their own context, taking into account the curricular area and physical activity they have chosen.
Feedback from schools that have participated in the scheme will be sought by the department to inform the planned evaluation of the two-year pilot project. The evaluation will be completed following the second phase. It is, therefore, not envisaged that the pilot project will be extended beyond this year. Learnings from the evaluation will inform future policy decisions in relation to integrating physical activity into teaching and learning, as well as informing as appropriate the continued design of initiatives within my department's Active School Flag Programme. This Programme is jointly funded by my department and Healthy Ireland and its aim is to get ‘more schools, more active, more often’.
An Active School Flag is awarded to schools that strive to achieve a physically educated and physically active school community. All activities focus on participation, inclusion and fun. The Active School Flag initiative provides schools with a framework to guide, support and incentivise them to work towards achieving a physically educated and physically active school community. The Active School Flag Post-Primary Programme was formally launched on 5 November last, based on a pilot project with 42 secondary schools. An application process for up to 50 new schools opened in December 2025 and work is underway to roll-out the programme to these schools in the 2026-2027 school year.
I understand that for many parents, the start of a new school year can be a financially stressful time - new uniforms, transport costs - all arriving at once. That is why this Government has made affordability a central focus of our education policy.
Since the publication of Circular 32/2017, my department has made it clear that schools should take steps to ensure uniforms are affordable and accessible to all families. These measures aim to make a real difference, but we recognise that more can be done.
I am pleased to confirm that work has commenced on updating this circular, as committed to in Education Plan 2025, and the revised circular will put greater emphasis on reducing costs for parents. A working group has been established and my department is working with the education partners to progress this matter.
The current circular sets out the principles of cost-effective practice to be adopted by schools to reduce the cost of returning to school.
Under these measures, schools should select school uniform items which are generic and can be purchased from a range of retailers. Only "iron on" or "sew on" crests should be used.
Schools should provide parents with a list of all required items and indicate the likely costs of these required items at best value stores. Where an exclusive supply arrangement applies, it should be tendered for regularly.
Schools should also consult with parents as to their views on how to reduce costs.
My department is also progressing the Education (Student and Parent Charter) Bill, which will strengthen engagement between schools, parents and students, including on issues such as school costs and uniform policies.
The overall aim of the Bill is to improve the level of engagement between the school community by inviting feedback, comment and observation from the school community and by further developing a listening culture in schools.
As Minister for Education and Youth, I want to ensure that all children and young people have the opportunity of access to education that empowers them to thrive and realise their full potential. The free Schoolbooks Scheme will benefit almost one million children and young people enrolled in recognised schools in the Free Education Scheme in 2026. It will help to ease the financial burden facing families at back-to-school time.
These measures are all part of my department’s, and this Government’s, ongoing commitment to reduce financial pressure on families and ensure every student is supported to achieve their full potential.
562. Deputy Ken O'Flynn asked the Minister for Education and Youth if it is appropriate, and in line with Department policy, for a home school liaison officer or any member of staff in a DEIS post-primary school to advise parents to take out a loan from a credit union in order to meet the cost of a compulsory laptop purchase for a student; and if she will outline the guidance, instruction or oversight exists to ensure that families experiencing financial hardship are supported through State mechanisms rather than being directed toward personal debt. [37838/26]
Amharc ar fhreagraThe department's strategy on ICT in schools, the Digital Strategy for Schools to 2027, does not mandate or prescribe the use of any particular devices or technologies in teaching and learning. The Strategy is concerned with the deeper embedding of digital technologies in education, to develop digital literacy and competency, critical thinking, and enhance collaborative learning. It is not merely about replacing physical textbooks and resources with digital versions accessed via a digital device.
Through the digital strategy, schools are directly funded for ICT and have autonomy to determine which infrastructure and devices (including tablets or laptops) are utilised, in line with their Digital Learning Plans. Schools must also have acceptable usage policies in place and may use ICT funding to support new curricula and assessment.
Department guidance states that schools should support equitable access to ICT for all students and may provide devices on loan to students (including device loan schemes) where required. Schools are also advised to consult with parents and the wider school community when developing technology policies that may involve costs for families. However, there is no dedicated funding stream for one-to-one student devices. Schools have flexibility to use their ICT grants to meet local priorities, including infrastructure, maintenance and device provision, within available resources.
It should be noted that under the Education Act, the Boards of Management of Schools have responsibility for the day to day management of schools. Decisions regarding the use and deployment of digital technology in schools is therefore a matter for the Board of Management of each school in the context of their digital learning planning. Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices with cost and other implications being fully considered by the Boards of Management before a decision is made.
I am keenly aware of the challenges faced by educators and parents in relation to costs of digital technology, including tablets, and my Department continues to work to help support schools and families meet these costs. A number of measures are in place to support educators and parents, as part of my department’s ongoing commitment to reduce financial pressure on families and ensure every student is supported to succeed. This includes an instruction from my department to schools to consult with parents and their school community on the issue of ensuring costs are reasonable for parents, and how to avoid costs acting as a barrier - wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.). Schools should also provide a full list of required items, with guidance on best-value options. Circular 32/2017 sets out the measures to be adopted by schools to reduce the cost of school uniforms and other costs.
Under the Digital Strategy for Schools to 2027, some €200 million has been committed through the National Development Plan for school ICT, with around €170 million already allocated to schools. The most recent tranche of the ICT Grant €35 million which issued to schools in January 2026. Funding is provided through annual ICT grants based on a flat-rate per school and a per-student amount, and must be used for ICT infrastructure, including networks, classroom technology, software and shared student devices. To provide certainty for schools, the ICT grant payment timeline has been standardised, with payments now scheduled for the December/January period each year.
563. D'fhiafraigh Deputy Shónagh Ní Raghallaigh den Aire Oideachais agus Óige an admhóidh sí go raibh claontacht san fhoclaíocht sa suirbhé a rinneadh chun measúnacht a dheanamh ar shuim tuismitheoirí sa tumoideachas lán-Ghaeilge; an dtabharfaidh sí gealltanas i dtaobh an suirbhé sin a dhéanamh arís le foclaíocht neamh-chlaonta; an dtabharfaidh sí gealltanas nach n-úsáidfear torthaí an tsuirbhé a rinneadh mar bhunús beartais nua i bhfianaise na claontachta a aithníodh i bhfoclaíocht an tsuirbhé. [37840/26]
Amharc ar fhreagra564. D'fhiafraigh Deputy Shónagh Ní Raghallaigh den Aire Oideachais agus Óige an roinnfidh sí torthaí iomlána an tsuirbhé a mheas suim tuismitheoirí sa tumoideachas lán-Ghaeilge a déanadh le gairid. [37841/26]
Amharc ar fhreagraI propose to take Questions Nos. 563 and 564 together.
Ar an 4 Samhain 2025, d’fhoilsigh mo roinn ‘Creat agus plean gníomhaíochta chun rogha mhéadaithe a sholáthar do thuismitheoirí maidir le soláthar oideachais ag an mbunleibhéal’. Is é príomhfhócas an chreata agus an phlean gníomhaíochta seo ná suirbhé ar líne a bhaineann go sonrach leis an scoil. Bhí an suirbhé ar siúl ón 4 Samhain go dtí an 16 Nollaig 2025 agus d’fhéadfaí é a chomhlánú i nGaeilge nó i mBéarla. Ba é seo an chéad uair a rinneadh suirbhé náisiúnta den scála seo agus ba chéim mhór é chun rogha tuismitheoirí san oideachas a leathnú.
Bhain an Suirbhé Bunscoile go sonrach leis an scoil. Tríd an suirbhé, tá eolas soiléir á fháil ag mo roinn faoi roghanna tuismitheoirí agus caomhnóirí faoi na bunscoileanna a bhfreastalaíonn a leanaí orthu faoi láthair, nó a bhfreastalóidh siad orthu sna blianta amach romhainn, ar roinnt réimsí tábhachtacha de sholáthar bunscoile, lena n-áirítear pátrúnacht/éiteas, comhoideachas nó soláthar scoile aonghnéis agus teanga teagaisc (Béarla nó Gaeilge).
Dearadh an uirlis suirbhé le bheith simplí, éasca agus so-úsáidte. Breathnaíodh dea-chleachtas maidir le húsáid gnáth-Bhéarla, lena n-áirítear athbhreithniú ar an uirlis suirbhé ag an nGníomhaireacht Náisiúnta Litearthachta d’Aosaigh. I dteannta leis an suirbhé, d’fhoilsigh mo roinn sraith ábhar ar líne chun faisnéis shoiléir a sholáthar do thuismitheoirí agus do chaomhnóirí chun go mbeidh siad in ann cinneadh feasach a dhéanamh.
D’fhógair mé le déanaí torthaí achoimre náisiúnta agus contae ardleibhéil maidir le roghanna tuismitheoirí a bhfuil leanaí acu atá ar an mbunscoil faoi láthair, agus tá mo Roinn ag leanúint dá hanailís mhionsonraithe ar shonraí an tsuirbhé agus ag ullmhú tuarascálacha críochnaithe scoil-shonracha. Áireofar sna tuairiscí scoile seo roghanna tuismitheoirí agus caomhnóirí leanaí nach bhfuil fós sa bhunscoil agus eiseofar iad chuig gach bunscoil go luath. Tá sé seo i gcomhréir leis an ngealltanas go soláthrófar sonraí ar leibhéal na scoile i R2 2026. Mar aon lena dtuarascáil scoile-shonrach, gheobhaidh scoileanna faisnéis faoi na chéad chéimeanna eile agus cuirfear treoir ar fáil a bheidh dírithe ar scoileanna a chumasú chun a dtuarascáil shonrach a thuiscint.
Cinntíonn an suirbhé go bhfuil pictiúr níos fearr ag an roinn ar rogha tuismitheoirí ar roinnt nithe tábhachtacha, lena n-áirítear i ndáil le scoileanna a mhúineann trí Gaeilge, chun go mbeidh an roinn in ann pleanáil don todhchaí.
565. Deputy Barry Heneghan asked the Minister for Education and Youth whether youth services supported by her Department have raised concerns regarding nitrous oxide misuse among young people, including in Dublin; whether any guidance, awareness initiatives or cross departmental measures are in place to assist youth organisations in responding to this issue; and if she will make a statement on the matter. [37847/26]
Amharc ar fhreagraUBU Your Place Your Space is the?department's largest youth funding scheme. The scheme targets young people aged between 10 and 24 years old who are experiencing economic, social and cultural disadvantages, marginalisation, or are vulnerable or at risk of not flourishing, including young people experiencing or involved in substance misuse.
Accordingly, while the misuse of substances including nitrous oxide among young people in Dublin is not something that has featured strongly in representations to the department by youth organisations, nationally, youth workers and youth services respond to the needs of young people including in relation to this issue.
The Deputy may also be aware of the role of the HSE and Local Drug and Alcohol Task Forces in providing information on health issues such as substance misuse and the pro-active approach they have taken to communicating with parents and youth workers on the dangers associated with nitrous oxide and other substances.
The Department of Education and Youth also provides funding to support 21 Youth Information Centres (YICs) nationally. These include centres based in youth services as well as online via spunout.ie. Their purpose is to provide young people with information on rights, health, wellbeing, welfare and other matters. Youth Information Centres support young people to make their own informed choices and become independent and active citizens. They can help direct young people to specialised organisations when necessary.
In addition, the department supports the work of the National Youth Council of Ireland (NYCI)’s National Youth Health programme. The main objectives of this programme for 2026 are to identify and advocate for the health and wellbeing needs of young people, to liaise with the youth work sector to understand these needs and to build the capacity of youth work organisations to help meet these needs. The 2026 programme includes a target for specific advocacy in relation to substance misuse.
566. Deputy Aidan Farrelly asked the Minister for Education and Youth if she will provide the rationale for seeking union membership details from applicants in respect of a post (details supplied); the basis for the request and purpose for which the information in that regard is processed. [37871/26]
Amharc ar fhreagraAs the Deputy will know, my Department recently published Circulars providing for two Posts of Responsibility in schools to support the implementation of Senior Cycle: the Senior Cycle Redevelopment Co-Ordinator, and the Senior Level 1 and Level 2 Learning Programme Co-Ordinator.
These posts were committed to in the Senior Cycle Redevelopment Implementation Support Measures (SCRISM) document published in May 2025, following extensive negotiations with both the ASTI and the TUI. Each post-primary teacher union balloted at that time on the relevant sections of the Support Measures package with, as the Deputy will know, the TUI membership accepting the package, while the ASTI membership rejected it.
ASTI members, by virtue of their rejection of the agreement in June 2025, are not entitled to SCRISM benefits. Therefore, ASTI members are not eligible to be appointed to these posts. However, the posts are available for ASTI members to apply for with their eligibility to obtain one of these posts to be determined based on the outcome of the ASTI ballot which is underway.
In the event that eligibility for appointment cannot be established following the ballot, the SCR Coordinator post will be offered to the applicant (who is eligible to be appointed) who received the next highest ranking at interview.
This variance in eligibility on foot of the ballot results from each teacher union gives rise to the Teacher Declaration Form the Deputy refers to, which is an appendix to both circulars. The appendix should be completed by each applicant and submitted to the school principal at the time of application, in order that eligibility for appointment to be established.
There has been significant progress on Senior Cycle Redevelopment at school level, with our students already seeing the benefits. I welcome the ASTI’s decision to ballot their members with that process currently in train and look forward to continued engagement with each Union as implementation of the reforms continue.
