Dáil Éireann Debate, Wednesday - 28 April 2021
573. Deputy Cathal Berry asked the Minister for Education if she plans to conduct a comparative study in relation to which countries perform well in the area of trauma-informed school strategies and restorative practices for students, educators and school communities and assess the way Ireland compares; and if she will make a statement on the matter. [21719/21]
View answer574. Deputy Cathal Berry asked the Minister for Education if her Department will adopt initiatives used or proposed internationally due to traumatic events such as a pandemic that focus on schools and education systems; and if she will make a statement on the matter. [21720/21]
View answer575. Deputy Cathal Berry asked the Minister for Education the supports needed by the wider school community, that is, teachers, SNAs, caretakers and bus drivers to understand trauma-based supports and restorative practices; the way in which to implement same; and if she will make a statement on the matter. [21721/21]
View answer576. Deputy Cathal Berry asked the Minister for Education the position regarding the provision of additional training of trauma-informed school strategies and restorative practices for all educators and school communities; and if she will make a statement on the matter. [21722/21]
View answer577. Deputy Cathal Berry asked the Minister for Education if she will support and implement trauma-informed school strategies and restorative practices for all students, educators and school communities commencing in the new school year 2021-2022; and if she will make a statement on the matter. [21723/21]
View answerI propose to take Questions Nos. 573 to 577, inclusive, together.
Promoting wellbeing is a fundamental element of the Department’s overall plan to support school communities as we continue to manage the impact of the Covid-19 pandemic. The National Educational Psychological Service (NEPS) of my Department is leading on supporting the wellbeing of schools communities at this time. The response to support the wellbeing of all within school communities requires a structured, psychosocial response which is compassionate and largely preventative and proactive. A whole-school team approach is recommended in order to ensure that staff, students and parents feel safe and secure. This response is aligned with the HSE guidance on such responses, and based on the five key principles of promoting a sense of safety, calm, connectedness, self- and community-efficacy and hope. From the outset of this pandemic NEPS has continued to deliver a psychological service to schools within the context of public health advice. In addition, NEPS has remained proactive in the development of advice for schools, parents and pupils to support the wellbeing of students. NEPS psychologists have an increased focus on both consultation and casework in schools with particular attention to the needs of individual students. Psychologists are taking a blended approach to the provision of casework to schools, working both remotely, and where appropriate in-school, depending on school protocols/plans and of the nature of need.
NEPS is developing a range of workshops on the promotion of wellbeing and resilience in schools which includes trauma informed approaches. The approaches outlined in the workshops are based on research findings, on the experience of experts in their fields and on the experience of practicing psychologists working in schools. The focus of the workshops is on exploring and understanding the sources and impact of stress on children and young people including attachment, trauma and adverse experiences. The emphasis will be on creating environments to reduce stress and on developing skills all children and young people need to better manage in school. The training will also cover the influences of stress on school staff and how to best to manage this. It is intended that staff will find the content useful in supporting their own wellbeing.
The workshops will be available to build the capability of school staff in both primary and post-primary settings. The workshops are for all staff and all students including those with SEN or those children impacted by trauma and adverse experiences.
Work is underway to identify schools for inclusion in a pilot of the workshops while being cognisance of prioritising teacher contact time in schools. In selecting schools, a mix of DEIS, non DEIS and urban and rural schools will be included. Following the pilot a national roll-out is planned during the next academic year.
Restorative Practice is an evidence-based anti-bullying intervention and prevention strategy that is designed to help build understanding, encourage accountability and provide opportunities for healing. Schools that adopt Restorative Practice on a whole-school basis consistently demonstrate a variety of benefits in terms of both school management and student engagement. Restorative Practice supports are available to schools from the PDST Wellbeing Teams. Schools who are considering embedding Restorative Practice can avail of a once-off introductory session outlining the principles and processes of the approach, while schools who have already engaged in the process of Restorative Practice in their school can avail of follow-up in-school support visits.
