Written Answers Nos. 301-320
301. Deputy Aidan Farrelly asked the Minister for Education and Youth if she will provide an update in respect of a school (details supplied); and the date on which the addendum report sent to her Department for consideration will clear a review by officials. [52989/26]
Amharc ar fhreagraThe project referred to by the Deputy is part of the Celbridge Campus project encompassing St Patrick's Primary School, St Raphael’s Special School and Celbridge Community School. This project has been devolved for delivery to the National Development Finance Agency (NDFA) as part of a bundled school building programme (Project Shannon).
The brief for St Patrick's includes the provision of 24 mainstream classrooms and 4 Special Educational Needs classrooms.
The project is currently at Stage 2a of the architectural design process. Stage 2a (the developed design stage) involves the Design Team developing the designs, fully cost planning the campus project and preparing the necessary documentation to facilitate the lodging for statutory approval to Kildare County Council as part of the Stage 2b process.
The Stage 2a meeting recently took place in April 2026 during which the department's professional and technical team provided technical feedback. The project design team was requested to submit an addendum report to the department for consideration addressing these comments. The addendum was received at the end of May and is currently under review from both a technical and cost perspective. Once the department is satisfied that all technical comments have been addressed, the campus project for all three schools will be considered for progression to Stage 2b, which is the detailed design stage that includes statutory approvals.
The NDFA will continue to engage directly with the school authority to keep it fully informed of progress.
My department has a strongtrack recordof delivering the school building programme with over €7 billion invested since 2020.This has delivered approximately 1,400 completed school building projects and over 4,000 smaller-scale improvement projects. Over €414.87 million in capital funding has been invested in County Kildare schools since 2020. Over this period, a total of 55 schools in County Kildare have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 14 school projects in County Kildare under construction.
A total capital allocation of €7.55 billion for the Department of Education and Youth has been confirmed for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
As part of the department-led prioritisation process underway for 2026 and 2027, consultation with school patrons began this month. A further tranche of priority projects is targeted for publication in 2027, informed by departmental analysis, engagement with patrons and schools, funding parameters, and—where relevant—the department’s energy and condition inventory of the school estate, due for completion by year-end.
With regards to any issues that have been identified regarding the school’s temporary accommodation, significant remediation works have been undertaken at St Patricks and further works have been planned on a phased basis to minimise disruption, including maximising periods when the school is closed (such as holiday periods). Two temporary modular units were delivered earlier this year to assist with a phased approach to remediation allowing classrooms to decant at a time while works are ongoing. Now that the school is closed for the summer period, additional planned agreed works can commence, and it is anticipated that all programmed works will be completed for school reopening in September 2026.
I can confirm that there is very good engagement between my Department, the School, and the project managers in relation to the ongoing works. There has been significant engagement with the school in relation to the sequencing of works to address the outstanding issues and the ongoing presence of the project managers on site ensures that the school are kept up to date on the progression of works.
302. Deputy Jen Cummins asked the Minister for Education and Youth the reason for the decision to remove the preferential teacher-to-pupil ratio for Gaelscoileanna. [53018/26]
Amharc ar fhreagraThe 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.
Prior to 2011, gaelscoileanna with nine teachers or less had a slightly more favourable staffing schedule than English-medium schools. As part of Budget 2011 measures, the enrolment thresholds for gaelscoileanna were brought into line with English-medium schools.
Since then, gaelscoileanna have benefitted from the prioritisation given to reducing the pupil teacher ratio in primary schools in recent budgets. The teacher allocation ratio now stands at an average of 1 classroom teacher for every 23 pupils in all primary schools, the most favourable ratio ever seen at primary level. A three-point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts.
The Policy for Irish-Medium Education outside of the Gaeltacht was launched by my department in November 2025. One of the actions under the policy to support students’ and pupils’ development of language proficiency is the allocation of language support hours for Irish on a phased basis. These hours have been made available to Irish-medium post-primary schools and to primary schools outside of the Gaeltacht with DEIS status from the 2025/26 school year. These hours help schools to support the diverse language needs of pupils, including those for whom both Irish and English are additional languages, and to develop the linguistic richness of all pupils.
Under the Programme for Government there is a commitment to aim to reduce the general pupil teacher ratio at primary level to 19:1. I am considering how best to make further progress in this area as part of the annual budgetary process.
303. Deputy Barry Heneghan asked the Minister for Education and Youth further to Parliamentary Question Nos. 331 and 332 of 30 June 2026, her Department's policy on the use of laptops and chromebooks in post-primary schools; whether schools may require parents to purchase a particular device where her Department does not make such devices mandatory; and if she will make a statement on the matter. [53054/26]
Amharc ar fhreagraAs the deputy is aware in May, I have 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. Engagement with educational stakeholders on this matter will continue.
Department guidance states that schools should support equitable access to ICT for all students and may provide devices on loan to students, including through device lending 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.
My department recognises the important role that digital technologies can play in supporting teaching, learning and assessment in post-primary schools. However,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.
The Digital Strategy for Schools to 2027, does not mandate or prescribe a policy of one-to-one devices in schools, and all schools are funded fairly and transparently to provide infrastructure in accordance with their digital learning plan, regardless of the particular approach chosen. The intention of the strategy is for the deeper embedding and use of digital technologies in teaching and learning, to develop digital competence and literacy among students, fostering critical thinking and collaborative learning. It is not merely concerned with replacing physical texts with online material, for example.
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.
Under the Digital Strategy, 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.
304. Deputy Barry Heneghan asked the Minister for Education and Youth further to Parliamentary Question Nos. 331 and 332 of 30 June 2026, whether schools are required to follow public procurement rules when selecting a supplier of laptops or chromebooks for students; whether her Department provides guidance to schools on this process; and if she will make a statement on the matter. [53055/26]
Amharc ar fhreagraAs the deputy is aware, the provision and use of digital devices in 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.
I have recently 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.
All Schools are required to ensure that public funding is spent in accordance with the relevant public procurement guidance and procedures when purchasing goods and services, including laptops, Chromebooks and other digital devices for students. Schools should seek to obtain value for money and comply with applicable national and EU procurement requirements.
The Department provides a range of supports to assist schools in meeting these requirements. The Schools Procurement Unit (SPU) established by my Department is the central support resource for providing guidance to all primary and post-primary schools (except ETB schools) on any procurement-related issue. The SPU delivers free advice and practical support to schools to help them achieve improvements in their procurement processes, practices and outcomes.
In addition, schools can avail of guidance on the procurement of digital technology equipment through Oide Technology in Education, the support service directly funded by my department, which provides technical and purchasing considerations for devices such as laptops, Chromebooks and other digital technology infrastructure. Guidance includes information on procurement frameworks and purchasing options to support schools in making appropriate and compliant purchasing decisions.
To further assist schools, the OGP, Asiera (formerly known as 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.
305. Deputy Claire Kerrane asked the Minister for Education and Youth if her Department will negotiate with her counterparts in Britain to ensure that all survivors of institutional abuse to include all schemes related to mother and baby institutions, industrial schools, and Magdalene laundries now living in Britain, who receive financial redress supports or any related settlements should be equally protected (details supplied). [53056/26]
Amharc ar fhreagraI am aware of the concern raised by stakeholders that survivors resident in the UK in particular could lose access to benefits provided by the UK authorities if certain compensation or redress payments, or indeed support payments made under the Supports for Survivors of Residential Institutional Abuse Act 2025, are included in assessments of means undertaken by the UK authorities.
I also note that similar considerations arise in respect of schemes outside the remit of my Department, including the Mother and Baby Institutions Payment Scheme, and the Department has engaged with the Department of Children, Disability and Equality in this regard.
There has been some positive engagement with relevant UK officials in this regard and it is hoped that a positive outcome will emerge.
However, it should be noted that it will ultimately be a matter for the UK authorities to decide how to treat relevant payments.
306. Deputy Matt Carthy asked the Minister for Education and Youth if she is aware that the enrolment for a school (details supplied) in Monaghan is capped at the 18 pupils currently being educated in the school and that no further enrolments are being considered for September; if she will intervene to address this matter; and if she will make a statement on the matter. [53101/26]
Amharc ar fhreagra307. Deputy Matt Carthy asked the Minister for Education and Youth the plans in place to expand the enrolment numbers in a school (details supplied); and if she will make a statement on the matter. [53102/26]
Amharc ar fhreagraI propose to take Questions Nos. 306 and 307 together.
The 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.
Special schools publish their admission notice which sets out the number of places available for the next enrolment intake. Capacity is subject to multiple factors that are dependent on the individual needs of the student.
There continues to be an increasing need to provide additional special school places to support students with complex needs. To meet this need, sixteen new special schools have been established in recent years, and capacity has been expanded in a number of others. Five of these were established for the 2025/26 school year in counties, Cork, Dublin (2), Monaghan and Tipperary.
The new special schools established over recent years have focused on providing additional places in our largest urban areas – Dublin and Cork. The department and NCSE have already begun planning in relation to further expanding special school capacity for the 2026/27 school year. It is estimated that a further 300 new special school places may be required each year for the coming years.
When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and NCSE will consider the need to establish a new special school.
In planning for increased special school places, my department and the NCSE review all of the available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.
Part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education that meets their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.
In relation to the school referred to by the deputy the school is now at capacity and additional accommodation is required to facilitate further enrolments. My department is engaging with the patrons in relation to a permanent modular extension and subject to planning permission there are plans to commence works later in 2026.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation in County Monaghan and indeed nationwide as to where new special schools are required.
308. Deputy Matt Carthy asked the Minister for Education and Youth if she will ensure that a child (details supplied) is awarded a place in a special school; and if she will make a statement on the matter. [53103/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply.
Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
Special schools support children and young people aged between 4 and 18 years of age with the most complex special educational needs and ensure positive links are established and fostered between the home, school and other agencies for these students.
Special schools publish their admission notice which sets out the number of places available for the next enrolment intake. Capacity is subject to multiple factors that are dependent on the individual needs of the student.
SNA posts are allocated to schools as a school-based resource. Principals/board of managements deploy SNAs within schools to meet the care support requirements of the students enrolled whom SNA support has been allocated.This provides schools flexibility in how the SNA support is utilised.
If a school feels like it has insufficient SNA support to meet the needs of its students an application can be submitted to the NCSE requesting a review of its allocation. Detailed information on the NCSE's SNA review process is published on the NCSE website at SNA Review - NCSE. Each case is individually assessed and is based on the student profile of each school.
309. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she will modify the formal education and training support payment for survivors of institutional abuse such that unaffordable up-front payments are no longer required; and if she will make a statement on the matter. [53112/26]
Amharc ar fhreagraEducation support payments are available for eligible survivors in accordance with a scheme established under the Supports for Survivors of Residential Institutional Abuse Act 2025. As is required by the Act, this scheme is being implemented in accordance with criteria which were published in March of this year.
Two types of support payment are available under the scheme – a standard “informal” payment of €600 to support applicants’ self-development and wellbeing and a separate “formal” payment ranging from €500 to €2,000 for those applicants who wish to pursue more formal education and training leading to a recognised award.
With regard to the €600 payment, applicants are free to use this as they wish to further their own self-development and wellbeing and are not required to specify how they intend to use this payment.
To avail of a formal education support payment, applicants are required to provide information on the course concerned, including the course provider, the relevant award and whether the course is full-time or part-time. This information is required to determine whether the course falls within the terms of the scheme and the payment which would apply.
It should be noted that the applicable support payment is not related to the cost of the course concerned. It depends only on the level of the award to which the course leads and whether the course is full-time or part-time. Once received, applicants can then utilise the support payment as they see fit to support their learning.
Before a payment can be made, and in addition to the information set out above, applicants must also provide confirmation that they have registered for the course and that the applicable fee, if any, has been paid. As the Deputy will appreciate, it is not possible to provide significant funding to applicants before they have enrolled on the course.
However, once approved, my Department can issue those payments very quickly, with payments typically issuing within one week of approval. I would also note that my Department is implementing the scheme as flexibly as possible. In that regard, where an applicant has paid an appropriate deposit, or is paying a course fee over a period of time, this is regarded as sufficient confirmation.
310. Deputy Sean Fleming asked the Minister for Education and Youth further to Parliamentary Question No. 860 of 18 March 2026, if correspondence will be forwarded to the personnel in her Department dealing with the issue; and if she will make a statement on the matter. [53122/26]
Amharc ar fhreagraFurther to Parliamentary Question No. 860 of 18 March 2026 in relation to the school referred to by the Deputy, my Department has been liaising with the Design Team in relation to the inflation agreement issue.
My Department are currently reviewing all additional information from the Design Team and have recently resolved an outstanding payment.
The matter regarding the inflation agreement is still ongoing and the Design Team will be in contact with the Contractor in due course.
311. Deputy Peter 'Chap' Cleere asked the Minister for Education and Youth the progress on the proposed new school extension for a school (details supplied); and if she will make a statement on the matter. [53123/26]
Amharc ar fhreagraThe school to which the Deputy refers was approved to enter my Department’s pipeline for a project under the Additional School Accommodation (ASA) Scheme. The project will provide three general classrooms, one textiles room, two design and communication graphics (DCG) rooms, one science laboratory with a preparation area, one art room with an associated project store, and one home economics room. The project was devolved to the school authority for delivery.
A stage 2b (detailed design) report has been submitted to my Department and is currently undergoing a full technical and cost review. In line with the Department’s Infrastructure Guidelines, all projects are subject to the necessary technical and cost assessment as part of this process. Given the complexity of the evaluation and the need to ensure full cost compliance and alignment with the National Development Plan, this review is necessarily thorough.
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. Progression of this project will form part of my Department’s broader work under the NDP Implementation Plan.
312. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if she will give urgent attention to correspondence from a school (details supplied) where serious concerns exist regarding the board of management’s ability to fulfil its statutory obligations, particularly in relation to health and safety; and if she will make a statement on the matter. [53144/26]
Amharc ar fhreagraCircular 27/2025 sets out the allocation of posts of responsibility to schools, which are based on the number of authorised posts in the school. The allocation of an administrative Deputy Principal is enrolment based. For the 2026/27 school year, the enrolment threshold required for the appointment of a Deputy Administrative Principal has been reduced from 573 to 550 pupils, in line with Budget 2026 measures. There is currently no provision within the staffing arrangements for the allocation of a second administrative Deputy Principal. Any improvements in this area would have to be considered as part of the annual budgetary process.
My Department is currently piloting an Action Research Project on Administrative Executives in a number of primary and post-primary schools. This initiative is intended to examine the potential of enhanced administrative support to reduce the workload of school leaders and strengthen school management capacity. An independent evaluation is being undertaken by Dublin City University, and the findings will help inform future policy decisions regarding additional administrative and leadership supports for schools.
313. Deputy Conor D. McGuinness asked the Minister for Education and Youth the school transport options available to a student (details supplied); and if she will make a statement on the matter. [53156/26]
Amharc ar fhreagraThe 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.
Where a child is eligible for transport and the application and payment process has been completed on time, they will get a seat on a school bus service, where a service is available.
Where a child is not eligible for school transport, but the application and payment process has been completed on time, they will be considered for any spare seats available after eligible children have been accommodated. These seats are called concessionary seats.
There may be more demand than availability for concessionary seats. In such cases, Bus Éireann will use a selection process to allocate tickets for the spare seats.
Tickets will begin issuing in July and continue to issue throughout the summer. Where pupils are unsuccessful in receiving tickets, refunds will issue from Bus Éireann.
Bus Eireann has advised that the pupil referred to by the Deputy resides 3.8 km from home to her school of attendance. Bus Éireann also advise that the pupil is not eligible for transport as they are under the distance criteria as set out in the Post Primary School Transport Scheme. Bus Éireann further advise that the pupil applied and paid on time for the 2026/27 school year, however, the existing service is currently operating to capacity with no seats available at present.
314. Deputy Duncan Smith asked the Minister for Education and Youth the reason a school (details supplied) has seen a reduction in its staffing allocation; and if she will make a statement on the matter. [53175/26]
Amharc ar fhreagraThe 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 school's enrolment last September fell below the required threshold to retain the eighth classroom teacher.
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.
315. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to a reduction in SET allocation for a school (details supplied); and if she will make a statement on the matter. [53187/26]
Amharc ar fhreagra316. Deputy Barry Ward asked the Minister for Education and Youth the position regarding an appeals mechanism available to a school (details supplied) in relation to a reduction in SET allocation; and if she will make a statement on the matter. [53188/26]
Amharc ar fhreagraI propose to take Questions Nos. 315 and 316 together.
In August 2022 due to the rapidly increasing arrival of Ukrainian and IPAS pupils a scheme of additional temporary special education supports was put in place to support schools with large Ukrainian/IPAS enrolments.
From the outset, the allocation of supports is based on graduated thresholds of Ukrainian/IPAS enrolments, and this remains the case today.
Schools where 10 or more Ukrainian/IPAS pupils are enrolled are allocated Special Education Teaching (SET) resources based on a sliding scale on a temporary basis.
The graduated allocation is based on the following table
|
No. of Ukrainian students enrolled |
Additional No. of SET hours per week |
|
10 |
5 |
|
11-20 |
7.5 |
|
21-30 |
10 |
|
31-40 |
12.5 |
|
41-50 |
15 |
|
51-60 |
17.5 |
|
>60 |
25 |
This temporary allocation is reviewed ahead of each school term based on the enrolment thresholds and schools are advised where their enrolments meet the threshold of the temporary allocation.
In relation to the school raised in the question, I can confirm that there has been no reduction in the temporary SET hours provided to the school under the scheme.
The school has been allocated 7.5 temporary SET hours for the first term of the 2026/27 school year in line with the thresholds above.
317. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the way in which SET allocations are assigned to primary schools; the mechanism in place behind that calculation; and if she will make a statement on the matter. [53189/26]
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 primary responsibility for the education of all pupils in primary schools, including those with special education learning needs, is the class teacher.
Special education teachers provide additional teaching support to students in mainstream classes with an identified and recorded special educational learning needs in the student support plan aligned with the Continuum of Support framework.
The Special Education Teaching (SET) Allocation Model is a standardised allocation model that provides schools with additional teaching hours to support the teaching needs of students in mainstream classes based on the schools profile of need.
The SET Allocation model inputs for the primary model are all sourced from data provided by schools to the department.
On the 6th February 2024, the department published Circular 0002/2024 which outlines the calculation of the SET Allocation for all primary schools from 2024 and subsequent years.
The circular can be accessed at the following link: assets.gov.ie/static/documents/circular-00022024.pdf
318. Deputy Malcolm Byrne asked the Minister for Education and Youth to outline all capital grant or support programmes available from her Department or known to her Department that are available to local youth organisations; and if she will make a statement on the matter. [53210/26]
Amharc ar fhreagraArising from Budget 2026, an additional €8 million in current and capital funding was made available to support the sustainability and development of youth services. This brings the overall core current and capital funding available to support existing youth services and youth work infrastructure to €94.1 million for 2026, representing a 9.3% increase on the corresponding funding available in 2025.
In 2026, the core current funding allocation of €90.1 million supports existing youth services and youth organisations across both targeted and universal provision for young people. This significant investment contributes directly to sustaining and enhancing participation levels across all youth funding schemes, which now involve over 450,000 young people nationwide.
This investment supports the implementation of Opportunities for Youth: National Strategy for Youth Work and Related Services 2024 - 2028 and reflects a strong commitment to ensuring all young people can access high-quality, inclusive supports in their communities.
There has been a significant increase in dedicated capital funding for the youth sector which will be aligned with the National Development Plan (NDP) framework. This framework marks the first time that the youth sector has had clear visibility and certaintyregardingcapital funding over a multi-year period.
Under the NDP, youth capital funding of €4.0 million will be available annually to support the youth sector from 2026 to 2030. The 2026 capital allocation representsa significant increase of €3.5 million on the 2025 allocation and an enhancement on the annual youth capital allocations of recent years.
Importantly, establishing a defined youth capital envelope under the NDP provides a predictable basis for planning, allowing the youth sector to prepare projects in a structured and strategic way. It also supports value for money and a coherent long-term development of youth facilities nationally.
Work is currently underway within the department to finalise the 2026 youth capital funding scheme. In parallel, 2026 will serve as an important scoping and preparation year for the wider youth capital programme under the NDP to 2030, including building relationships with key external stakeholders. Youth participation will also be a key element of this planning process. Engagement with the youth sector more broadly will ensure that investment is targeted at areas of greatest need.
In addition to capital support, the department funds a number of other schemes aimed at supporting youth services and youth organisations throughout the country. Of these, the largest scheme is UBU Your Place Your Space (UBU), which targets young people aged between 10 and 24 identified as marginalised, vulnerable and at risk of not flourishing. The scheme funds 258 targeted youth services across the 16 Education and Training Boards (ETBs). Over €53 million has been allocated to the UBU scheme in 2026. Funding provided under the UBU scheme has increased by over €10 million, or 24%, over the period 2021 to 2025.
In addition, targeted initiatives such as the Summer Holiday Meals Pilot Programme, introduced in 2025 and continued in 2026, provide further support to UBU-funded services. The programme enables participating youth services to provide a hot or substantial meal to young people attending during June, July and August. This initiative is aimed at engaging young people who may be at risk of not having consistent access to nutritious meals during school closure periods, while also supporting their continued participation in summer youth programmes.
The Youth Services Grant Scheme (YSGS) provides funding to 35 National Youth Organisations to provide universal youth services across Ireland, in both urban and rural areas. The department is providing €15.2 million this year under this scheme, an increase of 3%. The YSGS plays a crucial role in supporting rural youth by ensuring that young people have access to clubs, activities, and supports that foster their growth and engagement. These organisations enhance the wider youth sector by offering training for volunteer youth workers, promoting evidence-based youth work, and advocating for the voluntary youth sector. This ensures that rural young people can benefit from high-quality services despite geographical challenges.
The Youth Climate Justice Fund supports national youth organisations to establish youth-led initiatives related to climate justice at community, regional and national level. The primary objective of the fund is to further the active engagement of young people in climate justice activities, initiatives and programmes that develop and support their knowledge, agency and empowerment in relation to climate justice.
The Local Youth Club Grant Scheme, funded by the department and administered by the ETBs, supports volunteer-led youth clubs across the country. Over €2.8 million has been provided by the department for this scheme in 2026, an increase of over 4% on the 2025 level. This scheme ensures that rural communities can have access to volunteer-led youth clubs and groups fostering personal development, inclusion, and well-being.
Complementing this, the department has also introduced the YSGS Volunteer Activation Fund - an initiative designed to enhance the recruitment, retention, and support of volunteers who are vital to the delivery of universal youth services. Over €1.2 million funding will be made available in 2026/2027, and twelve YSGS-funded national youth organisations were successful in securing support. Their programmes will focus on initiatives such as recruiting new volunteers, supporting and retaining existing volunteers, developing training materials, and expanding the number of volunteer-led clubs operating across the country.
Finally, the Targeted Youth Employability Support Initiative (TYESI) supports youth services in the provision of wraparound supports to enable young people to overcome significant challenges in their lives and increase their employability skills and competencies.
319. Deputy Malcolm Byrne asked the Minister for Education and Youth to outline all programmes available for young people or youth organisations to engage in North, South exchange on this island. [53213/26]
Amharc ar fhreagraI can confirm to the Deputy that there are a number of programmes funded by my Department which promote North-South exchange between young people and youth organisations.
The Peace Plus Programme's Shared Learning Together pillar funds projects in school civic exchanges via the shared education for positive innovation programme and supports the education of children and young people of different backgrounds.
The Shared Island funding available to my Department also funds the Creative Connections programme, which runs on an all-island basis.
Cooperation Ireland also receives funding to support opportunities for learning and understanding among young people and cross-border leadership programmes.
My Department also funds organisations including Cinemagic, Chemistry Olympiad Ireland, Maths week and the Pushkin Trust for work that promotes North-South exchange on the island.
320. Deputy Malcolm Byrne asked the Minister for Education and Youth given that Wexford County Council has projected that at least 2,300 new homes will be constructed in Gorey, County Wexford in the period 2026-2034, her views on the way in which this will impact on schools locally; the plans for the development of new schools and educational facilities; and if she will make a statement on the matter. [53225/26]
Amharc ar fhreagraI wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
My department also conducts granular analysis below the level of a school planning area, particularly where a school planning area encompasses both high growth urban settlement areas and a more rural hinterland. Our analysis of school place demand in urban areas experiencing high population growth has indicated that demand in the urban area can be 10-20% higher than the school planning area as a whole.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, may be viewed on the Department's website at, www.gov.ie, and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
Gorey has experienced significant residential development in recent years, with further housing growth planned. While new housing generates additional demand for school places, the number of school-aged children arising from each new home has declined due to lower birth rates and smaller family sizes. At the same time, demand for school places from established residential areas in Gorey has reduced significantly.
As a result, despite the completion of a substantial number of new homes, primary school enrolments in the Gorey School Planning Area have already peaked and have declined in recent years. Demand for post-primary school places continues to increase, although it is projected to peak within the coming years.
My department has taken account of Wexford County Council’s projection that approximately 2,300 new homes will be constructed in Gorey between 2026 and 2034. Demographic analysis indicates that, under a zero-migration scenario, the population of primary school-aged children in the Gorey School Planning Area is expected to decrease by 15% (approximately 535 children) by 2030. The number of post-primary school-aged children is projected to decrease by 7.5% (approximately 213 children) over the same period.
The estimated school place demand arising from these 2,300 new homes, equivalent to an average of approximately 325 homes per year, is around 100 additional primary school places and 80 additional post-primary school places. The projected demand for new primary school places is lower than the reduction in demand resulting from demographic trends and therefore is not expected to result in a net increase in primary school place requirements over the period.
A small net increase in demand for post-primary places is anticipated. This additional demand will be accommodated through the construction and expansion of Gorey ETSS.
The pace of delivery of additional residential development in Gorey school planning area along with updated enrolment data and demographic data will be kept under review and this will inform the timing of school requirements in the area.
The department will continue to liaise with Wexford County Council in respect of their county development plan and any associated local area plans with a view to identifying any potential long-term school accommodation requirements across school planning areas including Gorey.
