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 cert 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.
I will continue to engage with educational stakeholders on this matter.
However, 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.
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.
As the Deputy will be aware, the Department has already engaged extensively with the OECD on this matter. The department commissioned OECD research on the impact of digital technologies on student learning was published in September 2025. This research highlights that access to digital devices alone does not guarantee improved learning outcomes, and that their successful use depends on thoughtful pedagogical alignment, teacher and student digital competencies and careful planning. That OECD work confirms that digital technologies can support improved learning outcomes where they are used in a purposeful and structured way.
