Keira Keogh
Ceist:585. Deputy Keira Keogh asked the Minister for Education and Youth to review an application (details supplied) for school transport. [39532/26]
Amharc ar fhreagraSchool Transport
Ceisteanna (585)
Freagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Under the current terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
Bus Eireann have advised that the family, to whom the Deputy refers to, are not eligible for school transport as they are attending their 3rd nearest post primary school/centre. There is currently no service operating to the school of attendance from where the family reside.
In cases where the Department is satisfied that the nearest school(s) are full, eligibility for school transport will be determined based on the distance a child resides from their next nearest school having regard to ethos and language.
To establish that the nearest school is full parents must provide:
1. Evidence that an application for enrolment was made within the deadline dates specified by the school(s) and
2. A letter from the School Authorities confirming that the school(s) were full at time of application
While information has been received from the family in relation to one closer school, no information has been provided for the remaining two closer schools.
Special Educational Needs
Ceisteanna (586)
Emer Currie
Ceist:586. Deputy Emer Currie asked the Minister for Education and Youth the status of the planning and building unit's engagement with a school (details supplied) and the NCSE to deliver a special class sanctioned for September 2026 that requires modular accommodation; to provide a timeline on its completion; and if she will make a statement on the matter. [39535/26]
Amharc ar fhreagraFreagraí scríofa
My department is currently examining the matter referred to by the Deputy. My officials will be in contact with the school authority shortly regarding this matter.
Departmental Programmes
Ceisteanna (587)
Richard Boyd Barrett
Ceist:587. Deputy Richard Boyd Barrett asked the Minister for Education and Youth further to Parliamentary questions Nos. 413 to 420 of the 26 March 2026 the measures in place for her Department to identify "twice exceptional" children outside of the assessment of needs process (details supplied); and if she will make a statement on the matter. [39537/26]
Amharc ar fhreagraFreagraí scríofa
I wish to thank the Deputy for raising this matter.
Inclusive education is at the core of the department’s policy which requires differentiated teaching approaches to cater for the varying levels of ability in the classroom, from providing additional supports to those experiencing difficulty to ensuring appropriate levels of challenge and enrichment for exceptionally able students.
Under the section in the Programme for Government to support students with additional educational needs there is a commitment to introduce a specific programme to support students with exceptional abilities.
In 2007, the NCCA in conjunction with the United Kingdom’s Council for the Curriculum, Examinations and Assessment (CCEA) developed and published “Exceptionally Able Students - Draft Guidelines for Teachers”. These guidelines were never fully approved by the NCCA Council and their continued existence in draft form lessens their impact.
The Inspectorate has raised concern about provision for exceptionally able students in a number of its main publications together with commentary on the quality of teaching and learning in individual school reports.
To provide a coherent vision for provision in the short and longer term, the Department established an internal working group. The working group is jointly chaired by Special Education Section and the Curriculum and Assessment Policy (CAP) Unit.
The group has been tasked with, inter alia, to examine and develop best practice under the following 4 areas:
Scoping out existing supports for students with exceptional abilities
Examining how other education systems provide for students with exceptional abilities
Devising guidance for schools; Reviewing draft guidelines for teachers on meeting the needs of students with exceptional abilities published by the NCCA in 2007.
Developing a policy to support best practice in schools
The department is currently developing policy and best practice on a number of fronts. This includes new initiatives and pilots in a number of schools and education centres.
The department is currently engaging with the Inspectorate, the NCSE, OIDE and parents to identify schools and teachers currently working with students with exceptional abilities to observe the practices and measures they are implementing to support the students.
The NCSE offer Seminars to all schools in the area of exceptionally able. The NCSE have engaged with Centre for Talented Youth Ireland and the Academic advisor (Niamh Stack) for the Saibhriú project to ensure that the Seminars offered to schools reflect the current research and practice in this area.
The NCSE recently offered an in-person seminar in Dublin West Education Centre. The seminar explored best practices in meeting the needs and interests of exceptionally able and gifted learners. The seminar provided opportunities for teachers to develop their professional knowledge, understanding and skills to create sufficiently challenging learning experiences for these learners.
The Seminar included the use of a range of pedagogical approaches and resources that facilitate differentiation, enrichment, and inclusion. The opportunities for teachers to engage in Teacher Professional Learning (TPL) in the area of exceptionally able and gifted students will be extended in the 2026/27 school year to include:
• 2 in person seminars in education centres
• 1 online seminar
• A seminar designed and delivered through the medium of Irish.
OIDE, through their school support model provides bespoke supports to schools who have identified specific needs for gifted students and responds by facilitating collaborative conversations among staff as to how best to collectively support their students through a planned and coherent approach.
In addition, the new Junior Cycle Framework incorporates a modernised curriculum across all subjects and a balanced range of assessment modes that provides a learner experience appropriate to the needs of the 21st century. It provides students with learning opportunities that strike a better balance between learning knowledge and developing a wide range of skills and thinking abilities.
In April 2024 the department commissioned a piece of research to review the education provision within the school system and childhood and care settings for students with exceptional abilities across a number of jurisdictions (UK, Finland, Canada and Australia). Dublin City University (DCU) successfully tendered for this research.
In November 2024 the completed report was submitted to the department by DCU. The findings and the recommendations in the report are being considered by the internal working group in consultation with other sections and stakeholders including parents and students. These consultations will inform policy formulation and best practice going forward.
This working group has recently commenced engagement with the NCCA with a view to reviewing, updating and publishing the guidelines in line with current best practice at the earliest possible opportunity. The department is currently supporting a number of programmes to test best practice and to create a network of schools and education centres throughout the country that can provide support and advice for exceptionally gifted students in their region. These include:
Saibhriú:• This pilot programme, established in 2025 and funded through the Dormant Accounts Fund, will foster local collaboration between primary and post-primary schools to establish how they can most effectively work together to support the needs of students who are exceptionally able and gifted. The pilot has been extended for 2026.
Summer Course for Teachers: • The department via Mayo Education Centre hosted a summer course for teachers in 2025. Plans are underway to extend this course in 2026.
Summer Programme for Students:• In Summer 2025 two schools were invited to participate in a summer programme for exceptionally gifted students in their locality. This programme is funded through the existing Summer Programme scheme and was, in addition to the summer programmes, running in the schools. An additional 2 schools have been approved to participate in this programme in summer 2026.
Departmental Schemes
Ceisteanna (588)
Colm Burke
Ceist:588. Deputy Colm Burke asked the Minister for Education and Youth to consider an emergency works scheme application for a school (details supplied).; and if she will make a statement on the matter. [39540/26]
Amharc ar fhreagraFreagraí scríofa
As the Deputy maybe aware, the purpose of the Emergency Works Scheme (EWS) 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 school in question submitted an application for funding under the Emergency Works Scheme (EWS) for external environment works. This application has been approved, and the project is currently with the school to progress further.
Departmental Schemes
Ceisteanna (589)
Colm Burke
Ceist:589. Deputy Colm Burke asked the Minister for Education and Youth to consider an appeal under the emergency works programme for an application for a school (details supplied); and if she will make a statement on the matter. [39541/26]
Amharc ar fhreagraFreagraí scríofa
As the Deputy maybe aware, the purpose of the Emergency Works Scheme (EWS) 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 school in question submitted an application for funding under the Emergency Works Scheme (EWS) for external environment works. This application has been approved, and the project is currently with the school to progress further.
School Staff
Ceisteanna (590)
Paula Butterly
Ceist:590. Deputy Paula Butterly asked the Minister for Education and Youth if she will address the ongoing inequities in the pay for principals of special schools given that principal allowances are currently calculated solely on the number of teaching staff, despite special school principals routinely managing significantly larger multidisciplinary teams. [39544/26]
Amharc ar fhreagraFreagraí scríofa
I am keenly aware of the valuable work that Principals within Special Schools do in supporting pupils with special education needs and I recognise the very important role of Principals in the running of these schools.
Following close engagement with special schools, with awareness of the challenges they face, a number of support measures have been introduced for special schools by my Department. One such measure, set out in Circular Letter 0028/2024, provided that the 15-teacher threshold no longer applies, and all special schools may appoint an Administrative Deputy Principal.
The current pay agreement, Public Service Agreement (PSA) 2024-2026, contains a local bargaining provision which under which employers and trade unions/associations may negotiate additional changes in rates of pay and/or conditions of employment.
In this regard, the Department has engaged with the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation (DPER) and the relevant Unions in the Education Sector to finalise the bargaining units for the Education Sector and the quantum of funding available for each such unit.
The INTO, in agreement with the Department of Education and Youth, has elected to use its funding under the 1% local bargaining tranche to make arrangements for a series of allowances, one of which is a 7.5% increase to the Principal Teacher Allowance for Primary and Special schools. These measures are specifically targeted at addressing identified areas of challenge in recruitment and retention.
Additional amendments to teacher Terms and Conditions, including amendments to allowances, can only be achieved through engagement and collective bargaining agreements between the Government and the Public Service unions. Such changes can occur only under those processes, and any such proposals would need to be considered in detail by the Department, DPER and the relevant unions.
Departmental Schemes
Ceisteanna (591)
Michael Healy-Rae
Ceist:591. Deputy Michael Healy-Rae asked the Minister for Education and Youth the steps she will take to implement the job evaluation scheme in ETBs; (details supplied); and if she will make a statement on the matter. [39550/26]
Amharc ar fhreagraFreagraí scríofa
My department provides each of the sixteen Education and Training Boards (ETBs) with an administrative staffing allocation to support its schools, colleges, head office and other centres of education. In providing these supports, it is the responsibility of each ETB to recruit and manage staffing levels within this allocation and to deploy staff to specific roles in accordance with the priorities and needs as identified by the ETB.
There is currently no external job evaluation framework in place for such staff within ETBs. The introduction of such a framework represents a cost-increasing claim, and such claims are precluded under the terms of the Public Service Agreement 2024-2026.
School Staff
Ceisteanna (592)
Eoin Ó Broin
Ceist:592. Deputy Eoin Ó Broin asked the Minister for Education and Youth if the teacher allocation for 2026-2027 for a school (details supplied) will be reviewed given concerns amongst parents regarding a split class proposal; and if she will make a statement on the matter. [39571/26]
Amharc ar fhreagraFreagraí scríofa
The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally.
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.).
The staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. That circular contains information and application forms on the staffing appeals process, where schools may appeal their staffing allocation to the Primary Staffing Appeals Board. The appeal submitted by the school was unsuccessful. The Appeals Board operates independently of the Department and its decision is final.
School Staff
Ceisteanna (593)
Albert Dolan
Ceist:593. Deputy Albert Dolan asked the Minister for Education and Youth whether her Department has undertaken any review of the operation of contract of indefinite duration, CID, arrangements for primary and post-primary school teachers in recent years; whether concerns have been raised regarding the repeated use of fixed-term contracts preventing progression to permanency for long-serving teachers; and if she will make a statement on the matter. [39710/26]
Amharc ar fhreagraFreagraí scríofa
The Haddington Road Agreement (The Public Service Stability Agreement 2013 – 2016)
provided at Appendix 5 for Collective Agreements in the Education Sector. Specific provision
was made for a consideration of fixed-term and part-time employment in teaching as follows:
“Fixed-term/part-time employment in teaching:
An Expert Group will be established to consider and report on the level of fixed-term and part-time employment in teaching, having regard to the importance for teachers of employment stability and security and taking account of system and school needs and Teaching Council registration requirements.
Arising from this, my Department published Circulars 23/2015 and 24/2015 which reduced the qualification period for the award of a CID from a period of three years of continuous service to a period of two years of continuous service, subject to satisfying the required criteria and where the school will have a viable post available.
In April 2025, my predecessor, Minister McEntee announced that the criteria for eligibility for a CID would be further reduced from the period of two years to a period of one year of continuous service, subject to satisfying the required criteria and where the school will have a viable post available. Circulars 20/2026 and 21/2026 gave effect to the revised criteria.
The reduction in the qualifying period was introduced with the aim of helping teachers to place their careers on a more stable footing much sooner than before and to provide additional employment certainty to them.
School Staff
Ceisteanna (594)
Albert Dolan
Ceist:594. Deputy Albert Dolan asked the Minister for Education and Youth the way her Department monitors the interpretation and application of "viable hours" in determining eligibility for contract of indefinite duration, CID, entitlement in primary schools; whether any assessment has been undertaken into inconsistencies in the application of CID pathways across schools; and if she will make a statement on the matter. [39711/26]
Amharc ar fhreagraFreagraí scríofa
Department Circular 20/2026 sets out the revised criteria for the award of a CID in Primary Schools. Under the provisions of the school, it is the school, as the employer, that is required to make the determination on if a teacher employed by the school has satisfied the eligibility criteria for the award of a CID, based on the information set out in the circular and the relevant guidance document, and based on if the school will have a viable post available to the school.
Circular 20/2026 sets out that a post is considered to be viable if it is for a reasonable period, comes from the school/ETB allocation for the forthcoming year, does not solely relate to temporary cover (e.g. covering for maternity leave/sick leave) and where there are no objective grounds. It should be noted
that a reasonable period is considered to be at least a full school year.
Schools Building Projects
Ceisteanna (595)
William Aird
Ceist:595. Deputy William Aird asked the Minister for Education and Youth when it is expected that a school (details supplied) will receive approval for their Stage 2A submission and move to Stage 2B of her Department's school building and capital programme; and if she will make a statement on the matter. [39718/26]
Amharc ar fhreagraFreagraí scríofa
The school referred to was approved to enter my Department’s pipeline of school buildings under the Additional School Accommodation Scheme for a project providing a 2 classroom Special Educational Needs (SEN) base. The project is devolved to the school authority for delivery.
I can confirm that the Stage 2a (developed design) report was submitted to my Department and is currently undergoing a comprehensive technical and cost review. All projects, including this one, are subject to the full due diligence requirements set out in the Department’s Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program. It is not possible to provide indicative timelines for this review process or for progression to subsequent stages, as the project remains under active consideration and will advance in line with the wider NDP programme implementation framework.
Although this project is not within the first tranche of school building projects recently published in the NDP Sectoral Investment Plan, it remains part of the Department’s overall pipeline of school building projects. The NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, my Department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by my Department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at this school will be considered as part of the ongoing overall department led prioritisation process, in consultation with the school’s patron and school authorities.
School Admissions
Ceisteanna (596, 597, 598)
Paul Lawless
Ceist:596. Deputy Paul Lawless asked the Minister for Education and Youth the legal basis for her Department's position that guidance on best practice arrangements for opt-outs arise only from the Education (Admissions to Schools) Act 2018, given that section 30(2)(e) of the Education Act 1998 already requires that students not attend instruction in any subject contrary to the conscience of a parent or student; and if she will make a statement on the matter. [39720/26]
Amharc ar fhreagraPaul Lawless
Ceist:597. Deputy Paul Lawless asked the Minister for Education and Youth if she is satisfied that her Department's current approach does not create a two-tier system resulting in less favourable treatment of parents and students seeking to exercise conscience-based opt-out rights under section 30(2)(e) of the Education Act 1998 in respect of non-religious instruction, including instruction objected to on religious or moral grounds, compared with those seeking to opt out of religious instruction under section 62(7)(n), where detailed Departmental guidelines have been issued; and if she will make a statement on the matter. [39723/26]
Amharc ar fhreagraPaul Lawless
Ceist:598. Deputy Paul Lawless asked the Minister for Education and Youth whether, in light of Departmental circulars indicating that opt-out arrangements for SPHE/RSE are a matter for individual schools, if she is satisfied that this approach does not reproduce the same difficulties previously identified in respect of religious instruction opt-outs, including inconsistency between schools, lack of transparency for families, and impractical or penalising arrangements; whether her Department will issue clear national guidance on conscience-based opt-outs under section 30(2)(e) of the Education Act 1998 for non-religious subjects, including SPHE, RSE, wellbeing and other curriculum areas; if not, the reasons therefore; #and if she will make a statement on the matter. [39724/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 596 to 598, inclusive, together.
The provisions of Section 30(2) (e) of the Education Act 1998 provide that a school shall not require a student to attend instruction in any subject which is contrary to the conscience of the parent / guardian of the student or in the case of a student who has reached the age of 18 years, the student.?
Under the provisions of the Education (Admission to Schools) Act 2018, all schools have admissions policies, which have been approved by the patron and published on the school's website.
The act requires where schools provide religious instruction that they must set out in their admission policies the school’s arrangements for students, where the parent or in the case of a student who has reached the age of 18 years, the student, has requested that the student attend the school without attending religious instruction in the school.
It is expected that these rights will be upheld by schools on foot of a parental request. Parents are recognised as the primary educators of their children and are valued partners in the education process.
Schools are encouraged to engage openly with parents who have concerns about aspects of the curriculum. Parents who wish their child to not attend elements of SPHE/RSE are advised to meet with their child’s teacher and/or school principal to discuss their concerns.
The manner in which any school ensures that the right to not attend classes is upheld, is a matter for the school concerned. Each individual school must determine the particular arrangements which are most appropriate in its individual circumstances, having regard to local issues such as available space, supervision requirements and how the school concerned organises classes etc.
In relation to religious instruction and as set out in the Education Plan 2025, the Department is committed to developing best practice guidance for schools in relation to arrangements to facilitate parental requests for children to attend school without attending religious instruction. This guidance is intended to improve consistency across schools and to make expectations clearer for all stakeholders. These arrangements when completed can be used by schools to facilitate all similar requests regardless of the subject. This work is ongoing.
Question No. 597 answered with Question No. 596.
Question No. 598 answered with Question No. 596.
School Costs
Ceisteanna (599)
Ken O'Flynn
Ceist:599. Deputy Ken O'Flynn asked the Minister for Education and Youth whether her Department will issue binding national guidance requiring any post-primary school operating a compulsory digital-device scheme to have a formal device loan scheme, hardship policy and non-exclusion guarantee in place before such a scheme is implemented; and if she will make a statement on the matter. [39728/26]
Amharc ar fhreagraFreagraí scríofa
I have this week communicated directly with all schools and boards of management, clarifying the department's position that there is no requirement for a personal device for junior or leaving certificate and I requested schools to be cognisant of the views of parents in relation to the use of digital devices and the associated costs. Also, I stressed the need for schools to engage with all parents - and not just the Parents Association - before deciding on an approach regarding devices.
However, the decision on the deployment of technology in schools remains the decision of the schools and school management. I will continue to engage with educational stakeholders on this matter.
The 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.
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.
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 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.
The Digital Strategy for Schools to 2027, the departments strategy on ICT in schools, does not mandate or prescribe the use of any particular devices or technologies in teaching and learning, it 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 implemented, 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.
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).
School Costs
Ceisteanna (600)
Ken O'Flynn
Ceist:600. Deputy Ken O'Flynn asked the Minister for Education and Youth whether her Department has assessed the number of students nationally whose parents have been required to purchase laptops or tablets for post-primary education in each of the past five years; whether any estimate exists of the average annual cost imposed on families; and if she will make a statement on the matter. [39729/26]
Amharc ar fhreagraFreagraí scríofa
I have this week communicated directly with all schools and boards of management, clarifying the department's position that there is no requirement for a personal device for junior or leaving certificate and I requested schools to be cognisant of the views of parents in relation to the use of digital devices and the associated costs. Also, I stressed the need for schools to engage with all parents - and not just the Parents Association - before deciding on an approach regarding devices.
However, the decision on the deployment of technology in schools remains the decision of the schools and school management. I will continue to engage with educational stakeholders on this matter.
The 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.
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.
The most recent data the department has on hand following a survey issued by the SIU section in relation to the Free School Books Scheme, indicates that 173 post-primary schools sought parent provision of a digital device in the 2024/2025 school year, rising to 227 post-primary schools for 2025/2026, reflecting local, school-level decisions on digital learning approaches.
The Department does not hold data on the number of individual student devices, as decisions of this nature are made at school level. The Department also does not hold data on the cost of these devices.
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.
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. This funding can be used on ICT infrastructure as required in the schools and can provide for loan schemes for devices for students as appropriate.
School Costs
Ceisteanna (601)
Ken O'Flynn
Ceist:601. Deputy Ken O'Flynn asked the Minister for Education and Youth whether her Department has examined whether compulsory laptop or tablet purchase schemes in post-primary schools are consistent with the principle of free post-primary education; whether any legal advice has been sought on the matter; and if she will make a statement on the matter. [39730/26]
Amharc ar fhreagraFreagraí scríofa
I have this week communicated directly with all schools and boards of management, clarifying the department's position that there is no requirement for a personal device for junior or leaving certificate and I requested schools to be cognisant of the views of parents in relation to the use of digital devices and the associated costs. Also, I stressed the need for schools to engage with all parents - and not just the Parents Association - before deciding on an approach regarding devices.
However, the decision on the deployment of technology in schools remains the decision of the schools and school management. I will continue to engage with educational stakeholders on this matter.
The 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 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.
The Digital Strategy for Schools to 2027, the departments strategy on ICT in schools, does not mandate or prescribe the use of any particular devices or technologies in teaching and learning, it 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.
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.
Through the digital strategy, schools are directly funded for ICT and have autonomy to determine which infrastructure and devices (including tablets or laptops) are implemented, 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.
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.
School Costs
Ceisteanna (602)
Ken O'Flynn
Ceist:602. Deputy Ken O'Flynn asked the Minister for Education and Youth whether any complaints mechanism exists within her Department for parents who believe their child has been disadvantaged, excluded, or pressured due to inability to afford a compulsory laptop or digital device scheme; and if she will make a statement on the matter. [39731/26]
Amharc ar fhreagraFreagraí scríofa
My Department is committed to ensuring that all students have equitable access to education. 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.
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.
Parents should raise their concern/complaints in the first instance, directly with the school, through the school’s complaints procedure. Each school should have a formal complaints process for addressing parental concerns.
Additionally, parents can raise their complaint with the Ombudsman for Children. The Office of the Ombudsman for Children may independently investigate complaints about schools recognised by the Department of Education, provided the parent has firstly and fully followed the school's complaints procedures.
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, including the requirement for devices.
Departmental Funding
Ceisteanna (603)
Ken O'Flynn
Ceist:603. Deputy Ken O'Flynn asked the Minister for Education and Youth whether schools receiving ICT grant funding under the Digital Strategy for Schools are required to demonstrate that reasonable measures are in place to support students whose families cannot afford personal digital devices [39732/26]
Amharc ar fhreagraFreagraí scríofa
I have this week communicated directly with all schools and boards of management, clarifying the department's position that there is no requirement for a personal device for junior or leaving certificate and I requested schools to be cognisant of the views of parents in relation to the use of digital devices and the associated costs. Also, I stressed the need for schools to engage with all parents - and not just the Parent's Association - before deciding on an approach regarding devices.
However, the decision on the deployment of technology in schools remains the decision of the schools and school management. I will continue to engage with educational stakeholders on this matter.
The 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.
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.
The Digital Strategy for Schools to 2027 and its associated implementation plan is underpinned by funding of €200m over the course of the strategy, committed to under Ireland’s National Development Plan (NDP). The funding allocation model is provided for in the National Development Plan and commits to funding to issue over the period of the NDP, applied by the Department for the Digital Strategy duration (to 2027 for the current strategy). Including the funding recently issued, to date, a total of €170 million of the €200 million committed to in the NDP for the strategy has issued to schools through the ICT grant.
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.
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.