I welcome the Minister of State. I raise the National Educational Psychological Service, NEPS, and whether we have enough psychologists to service the educational platforms we have. NEPS is an important service. It gives support to teachers and parents on issues regarding education. From the figures I have received, we have just over 200 psychologists working in the service. This breaks down to one psychologist per 5,000 students. That is a significant workload for any psychologist. A psychologist might be dealing with between 12 and 20 schools, depending on the size of the school. The ratio of 1:5,000 is significant. There are issues with getting children assessed, getting them looked at and the communication between the principal, the teacher and the NEPS due to the workload of the service itself. Two colleges, namely, UCD and UL, involved in bringing forward our psychologists to the workplace itself. They need to be looked at as a body to ensure the number of graduates going through the system is increased to have more psychologists available to NEPS, because a ratio of 1:5,000 does not make sense.
When we look at happens in the day-to-day running of a school, it is important to understand principals are put in a position where not only do they need to decide access to education on the basis of where the child is in the line, but also the financial implications. I have been contacted by principals who look at this and say maybe the mother and father could pay for a private assessment and maybe they will leave them to do that and bring forward the other child for assessment by NEPS. That inequality is a huge issue for us. I have it myself; I know it well. I have seen scenarios where parents have the ability to pay €650 for the assessment, they get it and they get their child on the right platform moving forward, whether the child has a numeracy or literacy issue or whatever their need is. However, if a family does not have the ability to pay and must wait on the public list, they might wait until first year for the child to get the opportunity to be assessed. That child could be dyslexic or could have issues with numbers and because of that, he or she is put at a disadvantage all the way through. Therefore, equal access to all services is the huge issue.
I will talk about what we need to do. UL and UCD must bring forward more graduates. The model of access to NEPS at the moment must change in order that it is more of a training model that gives the teacher the opportunity to diagnose a dyslexic child. At the moment, someone has to be a psychologist to do that and it is a barrier for children to move forward. It must be ensured, therefore, that they get the proper education. The 1:50,000 ratio needs to be changed. It is frightening to think one NEPS psychologist could have a workload like that, which in some areas could encompass anything from 12 to 22 schools, from what I have been told. That is just unworkable and, therefore, a lot of work is required. There is a pathway to do this but a lot of work is required to ensure we have an appropriate service for our children, who need that service on the ground.