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Ukraine War

Dáil Éireann Debate, Tuesday - 29 March 2022

Tuesday, 29 March 2022

Questions (419, 424, 435)

Cian O'Callaghan

Question:

419. Deputy Cian O'Callaghan asked the Minister for Education the additional resources that will be provided to primary schools to assist the staff to deal with the arrival of Ukrainian refugees; and if she will make a statement on the matter. [16135/22]

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Ruairí Ó Murchú

Question:

424. Deputy Ruairí Ó Murchú asked the Minister for Education the steps that are being taken to provide primary and secondary education for those fleeing conflict in Ukraine to Ireland; the supports and resources that are available to schools particularly regarding language barriers; and if she will make a statement on the matter. [16166/22]

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Richard Bruton

Question:

435. Deputy Richard Bruton asked the Minister for Education the categories under which additional support will be made available to schools enrolling pupils from Ukraine; the criteria in each case for triggering additional allocation for example of books, meals, language support, resource teaching, SNA support and so on; and if she will make a statement on the matter. [16417/22]

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Written answers

I propose to take Questions Nos. 419, 424 and 435 together.

My Department has recently announced the establishment of Regional Education and Language Teams (REALT) to support the needs of Ukrainian children arriving in Ireland.

These Education and Language Teams will be hosted by the 16 regional education and training boards (ETBs) and will be staffed by existing regionally-based education support personnel working closely together to ensure good coordination and alignment of supports for Ukrainian children. My Department will be liaising with the teams to ensure all necessary supports for the Ukrainian children are provided as quickly as possible.

The primary role of the REALT will be to assist children in finding school places and to support schools in the area to meet the needs of these children as they emerge, to advise and support the Department in developing new capacity where required, and to co-ordinate the provision of education services to children and families across their defined area. These teams will ensure that clear, accessible information flows are in place between schools, local education support services and national support structures in relation to Ukrainian arrivals.

The regional teams will be hosted and administratively supported within the ETBs and will lead a network of other key agencies, including Tusla Education Support Service (TESS), NEPS regional personnel, NCSE regional personnel and Management body local nominees working together with local schools. All of the key agencies working together in a holistic manner will bring added value and efficiencies to the process of supporting the Ukrainian children.

Language plays a vital role in helping children/students to clarify and interpret experiences, explore ideas and emotions, and deepen their understanding of the world around them. Recognising the significance of language in shaping individual experiences, the National Council for Curriculum and Assessment (NCCA) has published a range of materials to support learners with English as an additional language (EAL) across the early childhood, primary and post-primary sectors. These materials aim to support teachers and early childhood practitioners to nurture the language development of EAL learners.

A guide to some of these materials can be found on NCCA's websites: NCCA.ie, curriculumonline.ie and Aistear Síolta Practice Guide. It is planned that further material will be added to supplement what is already available.

A central repository of information and CPD resources for school leaders and teachers to support cultural and linguistic diversity is being developed on the Scoilnet.ie website that schools are familiar with. These supports to include those designed by the National Educational Psychological Service (NEPS) to help children suffering from trauma and EAL, intercultural and relevant curriculum supports developed by the teacher education supports services including PDST, the NCCA and the ETB sector

My Department is also working to identify and prepare arrangements to address the needs of the primary and post-primary school-aged children arriving from Ukraine, including supporting the wellbeing and social and emotional needs of these young people.

In line with research on best practice, guidance from NEPS, the HSE and the Psychological Society of Ireland, the Department is taking a Psychological First Aid approach to supporting wellbeing in our schools at this time. Instead, these children/young people and their families need to be given time to adapt and adjust to their new environment, new home, new school, and to be given access to practical supports, clear information and assistance to settle in and make friends. NEPS has developed guidance for schools on how best to welcome children and support their wellbeing at this time. This guidance is based on the provision of a psycho-social response of promoting a sense of safety, calm, connectedness, efficacy and hope. These are key evidence-based principles known to help people regain a sense of normalcy and wellbeing in the aftermath of emergencies/traumatic events. Schools are familiar with these principles of support, as they formed the basis of the Department’s response to supporting wellbeing during the Covid-19 pandemic. Children and young people will do better in the long term if they feel safe, calm and hopeful, if they feel a sense of belonging and connectedness to their new school, and they feel that they can manage and cope. Applying these five principles will help the school community, in its own unique way, to foster these children’s and young people’s resilience.

NEPS will develop further advice and resources, as appropriate, including a webinar for school staff. NEPS psychologists are available on the ground to consult with schools and provide support as needed.

Children and their families arriving from Ukraine need to be given time to adapt and adjust to their new environment, new home, new school, and to be given access to practical supports, clear information and assistance to settle in and make friends. Counselling or psychological debriefing are not recommended at this time. Many of these children and young people will show remarkable resilience now that they are in a safer place and psychosocial supports are in place, but for some recovery will take longer. The Department of Health has responsibility for the provision of mental health services in Ireland, and through HSE Primary Care Psychology and Child and Adolescent Mental Health Services (CAMHS) provides clinical support to children and young people with mental health needs. This Department will continue to signpost schools and students to the HSE/HSE-funded mental health services.

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