Written Answers Nos. 366-385
366. Deputy Mark Ward asked the Minister for Education and Youth her plans to provide a secondary school in Newcastle, County Dublin, given the increase in population and demands on other schools in the area; and to give a statement on the matter. [68068/26]
Amharc ar fhreagraIn order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
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 conducts demographic analysis at both school planning area and settlement level. More granular analysis is carried out in areas encompassing both high growth urban settlement areas and a more rural hinterland.
Where demographic data indicates that additional provision is required, the aim to try and facilitate this, where possible, is by 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
New schools are only established in areas of demographic growth, as the resources available for school infrastructure must be prioritised to meet the needs of areas of significant population increase to ensure that every child has a school place.
The post primary school going pupils living in Newcastle attend school in Rathcoole and Citywest, amongst other areas. School capacity has been provided to accommodate these pupils in post primary schools in Rathcoole and Citywest. Capital projects are underway to expand the capacity of these post primary schools to cater for increased demand for school places due to internal migration driven by new residential developments.
The current and planned future capacity of the post primary schools in Rathcoole and Citywest have allowed for the demand from the Newcastle area.
There are currently no plans to establish a new post primary school in this area.
My department will continue to liaise with South Dublin County Council in respect of their County Development Plan with a view to identifying any potential long-term school accommodation requirements across school planning areas.
367. Deputy Cian O'Callaghan asked the Minister for Education and Youth if she will address the rotten wooden utility covers outside of (details supplied). [68117/26]
Amharc ar fhreagraThank you for bringing this matter to our attention. The department's School Property Management Section has recently contacted the school in question to get full specific detail on the nature of the issue. We await this input and will appraise in full upon receipt. We are committed to working with concerned stakeholders, as appropriate, to address any issue that falls under our remit - in order to bring the matter to rectification.
368. Deputy Barry Ward asked the Minister for Education and Youth her views on the need to distinguish between exception and twice exception students as part of the Saibhriú pilot programme as outlined in her previous reply. [68119/26]
Amharc ar fhreagraIt is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs, including those students with twice exceptional abilities are supported in mainstream classes along with their peers, with additional supports provided as necessary. The Saibhriú pilot programme is currently testing best practice and will inform future policy in the area of students with exceptional and twice exceptional abilities. The programme aims to support schools to identify and meet the needs of students with exceptional abilities, including those who are twice exceptional.
The department provides for a range of placement options and supports for schools and students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an education that meets their needs.
The functions of the NCSE include planning and coordinating the provision of education and support services to children and young people with special educational needs in conjunction with schools and the Health Service Executive (HSE).
The NCSE, through its network of local special educational needs organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required.?The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.
The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support in their schools and for schools to deploy resources based on each student’s individual learning needs.
In addition, special needs assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
The NCSE provides support for teachers with additional training needs in the area of special education, through the NCSE support service which manages, co-ordinates and develops a range of supports in response to identified teacher training needs.
This included Teacher Professional Learning (TPL). The NCSE continues to update current TPL courses and design new courses in response to the needs of teachers.
Detailed information on the comprehensive programme of TPL seminars on a variety of special educational needs topics is published on the NCSE website, www.ncse.ie/teachers/teacher-professional-learning/.
When allocating resources schools take into account the learning needs of students as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a student may have. Specific interventions are therefore tailored, by the school, to the individual’s needs, rather than being generic to a specific difficulty, disability or condition.
369. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to the submission by an organisation (details supplied); if her Department will assess this proposal and engage with the organisation on their proposals. [68099/26]
Amharc ar fhreagraThe area of wellbeing and the promotion of positive mental health is a priority for the Department of Education & Youth and myself as Minister. This includes promoting emotional wellbeing and resilience and positive coping skills, which support children and young people to manage the complexities of modern life.
The department’s approach to supporting wellbeing and mental health was first set out in the Department’s Wellbeing Policy Statement & Framework for Practice (2019-2025) and informs the department’s extensive and ongoing work in the area of student wellbeing. The departments approach is founded on research and best international practice of how schools can best support the wellbeing and mental health of children and young people. The approach proposed is a whole school and preventative approach which has multiple components that include:
• Providing children and young people with opportunities to build core social and emotional skills and competencies
• Providing children and young people with opportunities to experience supportive relationships within the school setting and to learn through those relationships
• Providing children and young people with opportunities to be part of a school environment and culture that feels both physically and psychologically safe
• Schools are encouraged to develop policies that create an environment in which children and young people feel a sense of belonging and connectedness, in which they feel their voice is heard, and they feel supported.
• Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs.
Policy implementation responsibility is coordinated by the Wellbeing Office which is situated within the National Educational Psychological Service (NEPS).
The National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary and special schools. The NEPS service provides access for all schools to:
• Psychological support in the event of a Critical Incident
• A Casework Service for individual children where there is a need for intensive consultation and assessment via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
• A school staff Support and Development Service, to build school capability to provide a comprehensive continuum of support in schools and
• Ongoing access to advice and support for schools.
NEPS’ support and development work includes training for school staff on the promotion of wellbeing and resilience in schools, e.g. national webinars such as Understanding Anxiety, Supporting School Attendance, Trauma Informed Practice and eLearning on trauma informed practice. This includes upskilling school staff on the use and implementation of evidence-informed approaches in schools, and approaches based on the principles of cognitive behaviour therapy and attachment-aware practices.
A dedicated wellbeing portal can be accessed via Wellbeing in education, www.gov.ie/en/department-of-education/campaigns/wellbeing-in-education/on Gov.ie, bringing together all the wellbeing and mental health supports and resources that have been developed by the Department and the Department’s support services.
NEPS has recently launched a Padlet which serves as a central hub for all schools to access the NEPS Support & Development Service NEPS Padlet https://padlet.com/DEY_NEPS/neps-support-and-development-cefrjma6vhqs3xl8.
NEPS has published guidance for post primary schools on establishing a Student Support Team (SST) or reviewing an existing team. Psychologists are currently facilitating post-primary schools to improve the Student Support Team process which is the structure through which key wellbeing and wellbeing-related policies are implemented in post-primary schools. A Student Support Team is a student-focused mechanism put in place by a school in order to co-ordinate the support available for students in the school and to facilitate links to the community and other non-school support services.
Jigsaw, in partnership with the NEPS provides a comprehensive suite of mental health and wellbeing resources, training and programmes for post-primary schools through Neart. Neart supports schools to provide learning opportunities for students to promote mental health and wellbeing, as well as mental health webinars and eLearning courses for school staff, Student Support Teams and parents. Over 3,100 school staff are now registered with Neart (representing approx. 90% of post primary schools).
Neart has delivered a suite of live webinars and eLearning courses for school staff, live masterclasses for student support teams (SSTs), eLearning train the trainer courses for teacher-led classroom-based workshops for students, and live webinars and a new podcast series for parents / guardians.
The Neart Wellbeing Award was launched in September 2025, to acknowledge the commitment of participating schools to mental health and wellbeing. Schools that sign up to participate in Neart, and meet the criteria required, will receive the Neart Wellbeing Award to display on their digital and print materials. The Neart Wellbeing Award is endorsed by NAPD.
Neart webinars/masterclasses for school staff include
• Embracing Diversity: Supporting Minoritised Students and Building Belonging in Schools
• Maximising student voice for mental health and wellbeing in schools
• Social media and student mental health: Strategies for supporting students to have healthy relationships with social media (facilitated by Web Wise)
• Supporting the Wellbeing Needs of Neurodivergent Students?
• Self-compassion as a strategy for self-care for school staff (facilitated by Spectrum Life)
Guidance counsellors are available in schools and can provide support to students. Guidance counselling is a key part of the school guidance programme, offered on an individual or group basis as part of a developmental learning process, at moments of personal crisis and at key transition points, such as transitioning to further education or employment. Guidance counsellors may work with students on a wide range of developmental issues that some students find difficult to manage.
Guidance counsellors are different to counsellors. Guidance counsellors are not mental health practitioners and recognise the limits of their knowledge, skills and competence. Guidance counsellors refer individuals (and their parents/guardians as appropriate) to other specialised services, as appropriate. Guidance counsellors are required to stay within their professional competence and boundaries.
Social, Personal and Health Education (SPHE) is a mandatory part of the Primary and Junior Cycle curriculum, which provide vital opportunities for the development of children’s wellbeing in the physical, social, emotional and intellectual domains. An updated Junior Cycle SPHE specification was published by the National Council for Curriculum and Assessment (NCCA) in May 2023 and was rolled out for first years in all schools from September 2023. An updated Senior Cycle specification was approved and published in September 2024. Schools have until September 2027 to introduce the specification for students entering fifth year of the Leaving Certificate Established programme, to accommodate the necessary planning and preparatory work.
The updated specifications, available on www.curriculumonline.ie, provide clear direction on the knowledge, skills, and dispositions that all students should gain during their progression through the SPHE learning outcomes. The phased enactment of the new Primary Wellbeing curriculum area, including SPHE, commenced in the 2026/27 school year. Wellbeing is required to be one of the first three curriculum areas selected by schools for enactment.
Schools can choose programmes and resources which meet the specific needs of their own context in terms of promoting wellbeing but due to the extensive number of supports already available to our schools there is currently no plan to provide funding to individual programmes. Therefore, it is a matter for the management of each school to decide on the appropriateness of seeking external facilitators in promoting wellbeing and we continue to advise schools to refer to Circulars 0042/2018 and 0043/2018 if considering collaboration with external agencies.
The Department has now initiated a Wellbeing Policy Review and a broad stakeholder engagement process to consult on a successor to the current Wellbeing Policy which is expected be launched in 2027.
370. Deputy Niamh Smyth asked the Minister for Education and Youth If this principal can be given consideration for retaining her administrative time by 80% even though her enrolment has increased and an ASD class has commenced and if she will make a statement on the matter. [68152/26]
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 enrolment in the school referred to by the Deputy fell from 184 in 2024 to 151 in 2025 and so the mainstream staffing allocation was reduced by one teacher, and the school no longer qualifies for an administrative principal position.
The allocation of an administrative principal is enrolment based. In order to retain the administrative principal post, the school's enrolment would have needed to be 166 or more last September.
Teaching principals receive one day per week for administrative duties, a total of 37 in the year. Schools operating one special class receive an additional four days so the total principal release allocation for the school is 41 days per year.
371. Deputy Conor D. McGuinness asked the Minister for Education and Youth the status of an application (details supplied) for the formal education grant under the Supports for Survivors of Residential Institutional Abuse Act 2025. [68156/26]
Amharc ar fhreagraI can inform the Deputy that officials from my Department are engaging directly with the applicant concerned in relation to their application for an education support payment under the Supports for Survivors of Residential Institutional Abuse Act 2025. Due to the non-standard nature of the application, it has required more detailed consideration and engagement than other applications to the scheme.
372. Deputy Mairéad Farrell asked the Minister for Education and Youth further to correspondence (details supplied), if she will provide an update on school transport for a child; if a tender for the relevant route is currently open; if not the reason for this; and if a driver has been appointed for this route. [68295/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Bus Éireann manages the procurement tender process and contract management arrangements to include services provided by private contractors. They advise that the route referred to by the Deputy is currently in the procurement process and that once a suitable contractor has been sourced the Local Office will contact the family with the arrangements.
Both the Department and Bus Éireann are very conscious of the challenges faced by parents awaiting transport for children with special educational needs. Families of children who are eligible for these services may therefore receive an interim Special Transport Grant (STG). This is a once off payment, paid retrospectively to families once the School Transport service is in place and is intended to assist with the cost of private transport arrangements the family had put in place until the service starts. The family have been provided with information on the grant.
373. Deputy Aidan Farrelly asked the Minister for Education and Youth for a breakdown of all building and remedial works taken place at a school (details supplied) in 2025 and to date in 2026; and to provide a costing of same. [68239/26]
Amharc ar fhreagraI wish to advise the Deputy that there has been significant works carried out in St. Patrick's School, Celbridge, Co. Kildare since January 2026.
Measures undertaken include clearance and remediation of gutters and drainage, internal remediation works to floors including underfloor water leak from the heating system, fire doors, water-damaged areas and new vinyl flooring. All mould issues have been dealt with appropriately and removed. Replacement and remediation of internal doors on both floors have been completed. Five external doors including the main entrance door has been replaced. The heating system has also been upgraded and includes a boiler replacement and all new pipe work. The roof leaks and the water tank enclosures have also been remediated.
The school has previously been advised of the importance of having a good maintenance regime in place given that the gutters and drains were severely blocked. Now that the remediation works have been completed, it is imperative that the maintenance is upheld.
Remediation costs to date are in the region of €980,000.
375. Deputy Cathal Crowe asked the Minister for Education and Youth the status of the Counselling in Primary Schools Pilot 2023-2026, following the publication of its evaluation report in August 2026; if her Department will expand the geographic scope of strand one of the pilot to include schools and practitioners located in County Clare; and if she will make a statement on the matter. [68301/26]
Amharc ar fhreagraMy Department is committed to supporting the emotional wellbeing of our children and young people. In 2023 my Department launched two landmark initiatives, one to one counselling provision for children in all primary schools in Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary and access to an Education Wellbeing Practitioner, a new type of in-school support in selected schools in Carlow, Cork, Dublin 7 and Dublin 16. As the Deputy will be aware, this Pilot sees direct counselling supports being provided to children in their primary school for the first time. These initiatives are being provided in addition to the other wellbeing and mental health supports provided by the Department and its agencies.
In October 2024, my Department announced the extension of the counselling Pilot to 61 urban DEIS primary schools in Tallaght, Clondalkin, Finglas, Ballymun and Darndale. The schools included in the pilot were identified by my Department as supporting children from areas with some of the highest levels of disadvantage in the State. I also recently announced the extension of this counselling provision to 102 primary schools and 27 post primary schools in the DEIS Plus scheme. The 102 primary in the scheme will have access to the one to one counselling support and all 127 primary and post primary schools will have access to the support of an Education Wellbeing Practitioner (EWP).
The Education Wellbeing Practitioners undergo an in-depth training programme provided by NEPS to provide enhanced in-school early intervention and prevention support on a weekly basis in schools. The focus of the support provided is on strengthening whole school preventative approaches. This includes the provision of psycho-educational support for parents and teachers, and the provision of early intervention to children with mild/emerging need, using low-level therapeutically informed approaches, 20 Education Wellbeing Practitioners have been working in schools in four cluster areas. In June 2026 a new recruitment campaign was launched to further expand the number of Education Wellbeing Practitioners under the DEIS Plus Scheme, in 102 primary schools with an extension also to 27 post-primary schools. The recruitment campaign was very successful and new Education Wellbeing Practitioners have started with my Department and are currently undergoing intensive training.
In August I published an evaluation of the Counselling Pilot which was completed by the Centre for Effective Services (CES). The findings of the Evaluation highlighted the positive impact of school-based counselling and access to an Education Wellbeing Practitioner. The supports were highly valued by pupils, parents, school leaders and staff, and delivered meaningful benefits, including improvements in emotional regulation, resilience, communication skills and coping strategies. The findings demonstrate the value of early intervention and prevention focused supports in primary schools and also highlights the important role that schools can play in providing accessible, preventative and early intervention wellbeing supports.
The Evaluation highlighted challenges securing suitably qualified, experienced and accredited counsellors despite the Department accepting and processing applications from counsellors on an ongoing basis through a rolling application process. We currently have 44 counsellors on the penal. Also in December 2024, following a competitive tendering process, Cpl Healthcare were engaged by the Department to support the recruitment of counsellors. Cpl Healthcare despite actively recruiting counsellors have only secured 4 counsellors. Additionally, the Department is continuing its efforts to raise awareness about the Counselling Pilot through all relevant counsellor accrediting bodies and we have also provided information sessions through the accrediting bodies for interested counsellors, in an effort to recruit additional counsellors. The evaluation found that the Education Wellbeing Practitioner model demonstrated broader reach, lower costs per pupil, stronger workforce sustainability and benefits across the wider school community.
It should be noted that the provision of child and adolescent mental health services lies within the remit of the Department of Health and the HSE. The counselling service provided through the Pilot Programme is designed as an interim, early-intervention support for children with mild to moderate mental health needs. It is not intended to replace the role of the psychologist from NEPS or services provided by HSE Primary Care Psychology or CAMHS, but rather to complement and enhance the existing supports available to children and families. The pilot operates on the clear understanding that children who are attending HSE Primary Care Psychology or CAMHS should continue to engage with those services. Similarly, children who are awaiting assessment or intervention through HSE services should remain on those waiting lists. The Counselling in Primary Schools Pilot is designed as a supplementary support and not as a substitute for clinical assessment, diagnosis or long-term therapeutic intervention. Where a child presents with needs that require ongoing or specialist intervention, appropriate referral pathways through HSE services remain available and should be pursued.
As these two initiatives are a pilot, it is not possible to include all schools. The Department ensured that a cross-section of schools from different areas of the country were included in the initial pilots launched in 2023. Since then the pilots have been further expanded to Dublin DEIS and DEIS Plus in order to provide additional resources to a group of schools facing the deepest levels of concentrated educational disadvantage. Chríost Rí primary school in Ennis is included in the DEIS Plus scheme and will have access to the support of an Education Wellbeing Practitioner as well as the one to one counselling support.
I remain committed to funding these important initiatives.
376. Deputy Cathal Crowe asked the Minister for Education and Youth if she will address the significant financial and travel burden placed on primary school teachers participating in the Counselling in Primary Schools Pilot who commute extensive distances (details supplied) to deliver sessions; if her Department will review the terms of the scheme to introduce travel and subsistence expenses for these practitioners; and if she will make a statement on the matter. [68302/26]
Amharc ar fhreagraMy Department is committed to supporting the emotional wellbeing of our children and young people. In 2023 my department launched two landmark initiatives, one to one counselling provision for children in all primary schools in Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary and access to an Education Wellbeing Practitioner, a new type of in-school support in selected schools in Carlow, Cork, Dublin 7 and Dublin 16. As the Deputy will be aware, this Pilot sees direct counselling supports being provided to children in their primary school for the first time. These initiatives are being provided in addition to the other wellbeing and mental health supports provided by the Department and its agencies.
In October 2024, my Department announced the extension of the Pilot to 61 urban DEIS primary schools in Tallaght, Clondalkin, Finglas, Ballymun and Darndale. The schools included in the pilot were identified by my department as supporting children from areas with some of the highest levels of disadvantage in the State. I also recently announced the extension of this counselling provision to 102 primary schools in the DEIS Plus scheme. The 102 primary and 27 post primary schools in the scheme will have access to the support of an Education Wellbeing Practitioner.
It should be noted that the provision of child and adolescent mental health services lies within the remit of the Department of Health and the HSE. The counselling service provided through the Pilot Programme is designed as an interim, early-intervention support for children with mild to moderate mental health needs. It is not intended to replace the role of the psychologist from NEPS or services provided by HSE Primary Care Psychology or CAMHS, but rather to complement and enhance the existing supports available to children and families. The pilot operates on the clear understanding that children who are attending HSE Primary Care Psychology or CAMHS should continue to engage with those services. Similarly, children who are awaiting assessment or intervention through HSE services should remain on those waiting lists. The CPS-P is designed as a supplementary support and not as a substitute for clinical assessment, diagnosis or long-term therapeutic intervention. Where a child presents with needs that require ongoing or specialist intervention, appropriate referral pathways through HSE services remain available and should be pursued.
It should be noted, primary school teachers are not providing counselling sessions in this pilot. The counselling supports are being provided to children by private counsellors. Counsellors must have a recognised qualification at Level 7 (primary degree) or higher in a relevant human science as well as an accredited qualification in counselling or psychotherapy or hold a professional accredited qualification in the area of child and adolescent counselling. They must also have supervised experience of providing counselling for children and be an accredited member of one of the following professional bodies: the Psychological Society of Ireland (PSI); Irish Association of Humanistic and Integrative Psychotherapy (IAHIP); Irish Association of Counselling and Psychotherapy (IACP); Irish Association of Psychotherapy and Play Therapy (IAPTP); Association of Child Art Psychotherapists (ACAP); or one of the ten accrediting psychotherapy bodies within the Irish Council for Psychotherapy (ICP).
The Department of Education and Youth has established panels of pre-approved private counsellors to provide this one-to-one counselling to children in the pilot primary schools. Accepting accredited counsellors from these bodies for placement on the panels ensures that;
• the high level of governance and quality that is required for this landmark project is achieved particularly in view of the highly sensitive nature of providing counselling for children.
• that the counsellors have appropriate training, skills and competencies to engage ethically, professionally and effectively with this age group.
• that the counsellors operate and adhere to the Code of Ethics of their relevant accrediting body
Under the Terms and Conditions of the pilot, the private counsellors are paid €80 per session. In order to ensure that counsellors were travelling to small, rural schools the department introduced a change in fee structure from €80 to €100 per session for counsellors who work for 40% of their time in rural schools.
The change in fee structure was welcomed by counsellors and schools and resulted in an increase in the number of counsellors willing to travel to smaller, rural schools. This payment is to include their travel and subsistence expenses in addition to the session fee. For counsellors who only wish to work in urban schools, they receive €80 per session. As the counsellors are sole traders they do not have a designated place of the work from the department’s perspective which is required in order to pay travel and subsistence, which relates to how far an employee is from their designated place of work.
There are currently 44 counsellors on the panel for the 7 pilot counties and 11 counsellors on the panel in the Dublin DEIS expansion areas. NEPS have undertaken significant work to secure counsellors for this important work. NEPS operate a rolling application process for counsellors and process applications as quickly as possible. This includes meeting of the vetting committee; processing garda clearance and checking of references. NEPS engages with the accrediting organisations on an ongoing basis in an effort to encourage their members to apply. NEPS went out to tender for an external service provider to augment the panel of counsellors. Following a competitive tendering process, Cpl Healthcare, were the successful bidder and since February 2025 have overseen extensive recruitment campaigns to secure additional counsellors for this pilot.
377. Deputy Paul McAuliffe asked the Minister for Education and Youth if she will examine the possibility of a JCSP Library and Librarian for a school (details supplied). [68174/26]
Amharc ar fhreagraThe JCSP Demonstration Library Project was developed in 2002 under the Early Literacy Initiative. It was introduced as a part of the Junior Certificate School Programme (JCSP), a targeted social inclusion programme aimed at students who are identified as being at risk of being socially or academically isolated or at risk of early school leaving before the (then) Junior Certificate has been achieved. The Demonstration Library Project is based in 30 schools, or four percent of post-primary schools, each with a professional librarian employed by the CDETB who work as part of a network to operate the library facility. This network of professionals are managed by the Senior Librarian and in total 32 librarians are employed as part of the project. Librarians are responsible, together with key school staff, for drawing up and implementing library strategies to tackle the literacy difficulties experienced by many JCSP students.
As part of the implementation of the Framework for Junior Cycle, it was agreed to carry out a review of the JCSP and consider the extent to which the needs of students undertaking the JCSP are met through the reformed Junior Cycle. Pending completion of this review, the programme is currently closed to new applicants. Social inclusion and library access, however, are being addressed through other programmes.
The new DEIS Strategy to 2035 commits to working in partnership with the Local Government Management Agency and the Public Library Service to strengthen strategic linkages between libraries and schools. This collaboration will underpin the provision of services that support children and young people in the community, particularly those experiencing educational disadvantage. The DEIS Strategy Implementation Plan, www.gov.ie/en/department-of-education/policy-information/deis-delivering-equality-of-opportunity-in-schools/, includes an action in this regard. The DEIS Plus scheme also contains an action to provide funding to enhance library provision in post-primary schools in the DEIS Plus scheme.
The Public Library Service also offers a range of useful supports and services to schools. The Library Service published ‘The Library is the Place: National Public Library Strategy 2023-2027’ in July 2023. Under this strategy and the Literacy, Numeracy and Digital Literacy Strategy, the Department will further enhance the partnership with the Library Service to increase school usages of the resources that are available through the public libraries.
The Department will continue to consider how community-based and school-based supports can be strengthened under the implementation of the DEIS Strategy to 2035.
378. Deputy Thomas Gould asked the Minister for Education and Youth the supports that are available to a child in a primary school with no home-school liaison who is experiencing school refusal. [68171/26]
Amharc ar fhreagraTusla Education Support Service (TESS) is under the remit of my Department. TESS operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands namely the statutory Educational Welfare Service (EWS) and the two-school support services the Home School Community Liaison scheme (HSCL) and the School Completion Programme (SCP).
The primary role of the EWS is to ensure that every child either attends school regularly or otherwise receives a certain minimum education to ensure and secure every child’s entitlement to education. Educational welfare officers (EWOs) are based throughout the country to offer advice and guidance to parents who need support in ensuring that their child attends schools regularly.
EWOs work with children, young people and their families who are experiencing difficulty with school attendance; this is done through, home visits, educational welfare conferences and collaboratively working with different agencies. The main priority of the work is around the welfare of children and young people and to ensure that concerns around school attendance are addressed before attendance becomes a crisis issue.
If a parent requires advice or guidance at any time, they can contact the local EWS regional office for their area. Contact details are available at the following link: www.tusla.ie/get-in-touch/education-and-welfare/.
In addition, my department’s National Educational Psychological Service (NEPS) has developed guidance to provide schools with information on how to support children and young people who display reluctant attendance and school avoidance behaviour. The guidance aims to provides best practice for schools in working with parents and supporting their child to attend and stay in school. Psychologists also deliver training to schools based on the guidance documents. For access to this information see NEPS publications on gov.ie.
379. Deputy Ruth Coppinger asked the Minister for Education and Youth the expected enrollment figures for a school (details supplied) for each year from 2027-2032 inclusive, in tabular form. [68195/26]
Amharc ar fhreagraIn order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
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 conducts demographic analysis at both school planning area and settlement level. More granular analysis is carried out in areas encompassing 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.
There is one primary school in the Ashtown Pelletstown LAP area. The school going population of this area is served by this school and other established schools in the Cabra / Navan Rd area.
My department does not project enrolment figures for individual schools.
The area covering the Ashtown Pelletstown LAP area is in the Cabra_Phibsboro_D7 school planning area (SPA). Primary level enrolments in the SPA had peaked in 2023, however, due to current and planned new housing developments, the primary school going population is projected to increase out to 2030. Similarly post-primary school going population is projected to increasing out to 2038. Population projections are developed using the current demographic of pre-school and school going children and young people living in the SPA plus the impact of internal migration due to the completion of new housing across the SPA. A significant number of new housing is projected for this area, with the planned regeneration of the Dublin Industrial Estate lands. If this does not materialise, the school going population is not projected to increase significantly.
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 department will continue to liaise with Dublin City 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 Cabra_Phibsboro_D7.
381. Deputy Paul Murphy asked the Minister for Education and Youth to provide the plans with timelines and details of type of buildings; the access to the school and a complex (details supplied); and the parking arrangements as well as the effect on the drainage, sewage, water supply, electricity, gas, broadband and so on to the community and local residents. [68340/26]
Amharc ar fhreagra382. Deputy Paul Murphy asked the Minister for Education and Youth the safety measures that will be put in place to protect the local community during all phases of the building of a new school (details supplied). [68338/26]
Amharc ar fhreagra383. Deputy Paul Murphy asked the Minister for Education and Youth the effect the building of a new school will have on local areas (details supplied) including during the building phases and the effect after it is finished on the local area. [68337/26]
Amharc ar fhreagra384. Deputy Paul Murphy asked the Minister for Education and Youth the reason constituents have not been updated on the building of a new school (details supplied). [68336/26]
Amharc ar fhreagraI propose to take Questions Nos. 381, 382, 383 and 384 together.
The major building project for the school referred to by the Deputy is currently being delivered as part of my Departments Adapt 4 programme - Programme Innovate.
Programme Innovate will be delivered by Integrated Project Teams (IPT) consisting of highly skilled and experienced design professionals, architects, engineers, project managers, quantity surveyors and various other consultants to deliver the projects.
The proposed development is for a new 1,000 classroom post primary school including 6 classrooms for children with special educational needs, on the existing school site.
The project is currently at Stage 2a (Developed Sketch Scheme) and this includes development of the preferred design option to a stage where the project is fully cost planned and can be prepared to lodge for statutory approvals.
The IPT, in conjunction with the school authorities, had early engagement with the local community through meetings with the staff and students at the school, and more recently with information boards displayed in the public Library on Castletymon Road from 09th to 20th September, with opportunity for engagement and feedback with the IPT. Additionally, the IPT have had engagement with the Local Authority as part of the pre-planning process.
My Departments Design Team Procedures (DTPs) outlines the early stages of architectural planning where the IPT focus on assessing the most appropriation options for location and construction of the new school building at the current site, and would have included site survey, site and services investigations, assessing access to services, exploring construction access options etc.
This current stage of the project involves developing the design using the Department’s standard designs and specifications to bring it to a developed design stage and to the point of enabling applications for statutory approvals (including Planning Permission) to be ready for submission to the local authority. Once the IPT application for Planning Permission is validated by the Local Authority, the local community will have access to the Planning Application through the local authority online planning portal and the On-Site notices.
The proposed new school will provide a modern school building for the children in the school planning area, with opportunities for out-of-hours use for the local community with the school authority’s agreement.
Since 2020, my department has invested over €7 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,600 school building projects along with over 4,300 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goal. In addition, repurposing and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. In the region of 85% of new special classes in 2026/27 are being facilitated in repurposed classroom accommodation. This investment has delivered real benefits for school communities.
As part of the NDP Implementation Plan for the education and youth sector, a first tranche of projects to progress to tender and/or construction during 2026 and 2027 was published in January 2026. Prioritisation will continue to identify further tranches of projects to proceed to tender and construction over the NDP period, with stakeholder consultation ongoing.
Our NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
Since 2020, the Department of Education has provided over €2 billion in capital funding for Dublin schools. Over this period, a total of 300 schools have been upgraded through provision of either a new school building, extension, modular accommodation or climate pathfinder projects. There are 20 school projects to go to tender or construction in 2026 and 2027 were included in the NDP Implementation Plan. There are currently 47 large-scale, extension, modular or climate pathfinder projects in Dublin under construction. There are also 53 projects underway through the Climate Action Summer Works Scheme. In addition, since 2020 a total of 541 special classes have been sanctioned in Dublin, of which 140 were sanctioned for September 2026.
