Written Answers Nos. 210-229
210. Deputy Bríd Smith asked the Minister for Housing, Local Government and Heritage the estimated cost of providing full redress to Mica-affected homes by removing any cap on payments to homeowners; and if he will make a statement on the matter. [45304/22]
View answerFollowing on from the Government decision of the 30 November 2021 in respect of the enhanced Defective Concrete Blocks Grant scheme, the Government approved the Remediation of Dwellings Damaged by the Use of Defective Concrete Blocks Bill 2022 on 21 June and the Bill passed through both Houses of the Oireachtas and was subsequently signed into law by the President on the 23 July, 2022.
The purpose of this Act is to implement and give legislative underpinning to a series of measures to improve and enhance the scheme as agreed by Government on 30 November 2021. Full details can be found at https://www.gov.ie/en/press-release/328d7-minister-obrien-welcomes-progress-on-enhanced-defective-concrete-blocks-grant-scheme/.
The Act provides for a maximum grant of €420,000. The grant applicable to an individual homeowner will depend on the appropriate remediation option determined by the Housing Agency and the maximum grant available for the dwelling given its size or the amount of blockwork to be removed and replaced and the grant rates in place at that time.
Section 11 of the Act provides for an increase or decrease in remediation and ancillary grant amounts. These amounts can be revised by Government order not more than once every 12 months. Three such orders can be made and thereafter a resolution of the Oireachtas will be required for the making a maximum of three further orders. The maximum overall increase in the overall grant cap which can be applied by the Minister in any single order is 10%.
The grant rates to apply will be prescribed in regulations which my Department are currently working on and will be no less favourable than those recommended by SCSI in their cost report.
As set out in Section 11 (6) of the Act, in making an order to increase or decrease, regard will be given to construction costs prevailing in the designated local authority areas and the economic circumstances of the State prevailing at the time of the making of the order.
211. Deputy Denis Naughten asked the Minister for Housing, Local Government and Heritage the number of persons within his Department who received the special leave with pay for Covid-19 up to 1 July 2022; the number of workers who have availed of this payment for an extended period of 12 weeks or more; the number of persons who availed of the special leave with pay for COVID-19 since 1 July 2022; the number of such persons who have been in receipt of this payment in excess of 14 days; and if he will make a statement on the matter. [45321/22]
View answerWhen dealing with special leave with pay (SLWP) for Covid-19 my Department applies the guidelines and policies set out in the Guidance and FAQs for Public Service Employers during COVID-19. The latest version of this document was issued on 22 May 2022 and included changes to the policy surrounding the payment of SLWP. This document can be found using the following link:
https://www.gov.ie/en/news/092fff-update-on-working-arrangements-and-leave-associated-with-covid-19-fo/
SLWP is currently used in lieu of sick leave for COVID-19 to assist in the prevention of the possible onward spread of COVID-19 in the work premises. Special leave with pay should only apply in lieu of sick leave for COVID-19 when an employee is required to self-isolate and is displaying symptoms of COVID-19 and either awaiting a test result or had a positive PCR test/or a positive antigen test which has been registered on the HSE portal.
From 1 July 2022 SLWP applies for the duration of the stated self-isolation period only (whatever duration is in place at the time of the absence, currently 7 calendar days). From 1 July 2022 any periods of COVID-19 related illness which extend beyond the stated self-isolation period are treated as ordinary sick leave.
Please see below figures for my Department relating to SLWP as requested (correct as of 12 September 2022):
|
- |
|
|
Number of paid applications |
|
|
Numbers who received the special leave with pay for Covid-19 up to 1 July 2022 |
422 |
|
Number of workers who have availed of this payment for an extended period of 12 weeks or more |
1 |
|
Number of persons who availed of the special leave with pay for COVID-19 since 1 July 2022 |
69 |
|
Number of such persons who have been in receipt of this payment in excess of 14 days (since 1 July from 2022) |
Nil |
212. Deputy Róisín Shortall asked the Minister for Housing, Local Government and Heritage the funding allocation for Traveller accommodation from 2018 to date by year and by local authority, in tabular form; the amount of funding that was actually spent by each local authority; and if he will make a statement on the matter. [45351/22]
View answerThe Housing (Traveller Accommodation) Act 1998 provides that the role of my Department is to ensure that there are adequate structures and supports in place to assist housing authorities in providing accommodation for Travellers, including a national framework of policy, legislation and funding.
My Department ceased the practice of allocating specific budgets to individual local authorities and implemented a new allocation process following a review of arrangements for the disbursement of funding provision and related supports for Traveller specific accommodation. Since 2020, it is open to all local authorities to apply for and draw down funds at any time throughout the year and this is actively encouraged by my Department. Full spend of the Traveller accommodation budget has been achieved in both 2020 and 2021.
The following table outlines the allocation for each local authority in 2018 and 2019 together with the drawdown from 2018 - 2022 to date.
213. Deputy Bernard J. Durkan asked the Minister for Housing, Local Government and Heritage if and when the housing development at a location (details supplied) will be commenced given the extreme shortage of housing in the area, that a large number of completed houses on this new development remain unoccupied, that several existing houses in the estate are boarded up at ground floor level, that the estate now looks abandoned and residents are continuously reporting anti-social behaviour; if immediate steps will be taken to resume the development with attendant security measures; and if he will make a statement on the matter. [45354/22]
View answerThe design and delivery of new social homes as well as the maintenance and upkeep of existing properties, are the direct responsibility of our local authorities, working in partnership with AHBs. My Department is providing substantial funding to the local authorities for their work in these important areas and I understand that the Council is deploying some of the €1.628 million which I allocated to them under the 2022 Voids Programme, for this particular location. I also understand that this voids work is underway and that the Council is to return vacant properties to productive use imminently.
In addition to the repair works to the existing social housing in the area, I understand that the Council is currently working with Tuath AHB to deliver 29 new homes with the construction scheduled for completion within the next couple of months and allocations to take place without delay in compliance with the Council's allocation policy.
Further information on these actions will be available directly from the local authority.
214. Deputy Bernard J. Durkan asked the Minister for Housing, Local Government and Heritage if a person (details supplied) can transfer their HAP entitlement to County Kildare in order to be close to relatives given their medical condition; and if he will make a statement on the matter. [45355/22]
View answerA key principle of the Housing Assistance Payment (HAP) scheme is that eligible households source their own accommodation in the private rented sector, which best suits their needs, in their area of choice.
On entering the HAP scheme, tenants are required to stay in the same property for at least two years. However, they may be able to apply to their local authority for a new HAP payment for another property sooner if their circumstances change. For example, if they receive a job offer in another area, or if their family changes in size and the property is no longer suitable.
The flexibility of HAP as a social housing support is one of the scheme's key characteristics and was one of the primary benefits envisaged at the outset of the scheme. With this in mind, Departmental circulars relating to inter-authority movement issued in 2017 and 2019, with the aim of facilitating movement of HAP households from one local authority area to another in cases where a HAP tenant wishes to access rented accommodation with HAP support in another local authority area. Inter authority movement is, however, subject to certain conditions, such as the relevant Social Housing Income Eligibility Bands and confirmation that the applicant's income is below the threshold in the new local authority.
In order to maintain equity between all tenants in receipt of social housing support, inter-authority movement for HAP will be facilitated without reference to Social Housing Eligibility Income Bands in areas that offer shared areas of choice in their allocation schemes, as no change to existing treatment is involved in such areas. For example, in Dublin, the four local authority areas currently offer shared areas of choice in their allocation schemes.
HAP tenants who avail of inter-authority movement, can only be offered access to the housing transfer list of the originating local authority. The practical operation of transfer lists is a matter for each local authority to manage, on the basis of their own scheme of letting priorities. The making of such schemes is a reserved function of the local authority and as such is a matter for the elected members.
The day-to-day operation of the HAP scheme is a matter for individual local authorities. However, given that such flexibility facilitates better utilisation of all private rental stock for social housing purposes and supports the maximum activation potential of HAP households by removing geographical barriers to employment, all local authorities have been requested to give appropriate consideration to these requests. It is the responsibility of the local authority to make a decision in each individual case.
215. Deputy John Brady asked the Minister for Foreign Affairs the status of a foreign birth registration application (details supplied); and if he will make a statement on the matter. [45214/22]
View answer217. Deputy Jennifer Whitmore asked the Minister for Foreign Affairs if he will expedite the foreign birth registration case of a person (details supplied); the current average timeline for processing foreign birth applications; and if he will make a statement on the matter. [45258/22]
View answer218. Deputy Steven Matthews asked the Minister for Foreign Affairs if a foreign birth registration (details supplied) will be reviewed and expedited;; and if he will make a statement on the matter. [45285/22]
View answerI propose to take Questions Nos. 215, 217 and 218 together.
My Department is responsible for processing Foreign Birth Registration (FBR) applications for people who are born abroad and claim Irish Citizenship through a grandparent born in Ireland or through a parent who has claimed citizenship also through FBR, Naturalisation or Post Nuptial Citizenship.
Demand for this service increased significantly as a result of the Brexit vote in the UK. In 2015, prior to Brexit, a total of 6,000 entries were made to the register. In 2019, a peak number of 19,000 entries were made to the Foreign Births Register. Demand for this service from applicants in England, Scotland and Wales continues to be strong with over 8,000 applications received to date this year.
The service was also impacted by necessary Covid-19 restrictions in 2020 and 2021 and the unprecedented demand for passports seen to date in 2022.
My Department is currently putting in place a number of measures that will address the volume of FBR applications currently on hand with a view to significantly reducing the processing time for these citizenship applications by the end of this year.
Supporting documentation for the application to which the Deputies have referred was received on 2 December 2020, and is due to be processed in the near future. A member of the FBR team will be in contact with the applicant in this regard.
216. Deputy Michael Healy-Rae asked the Minister for Foreign Affairs if he will address a matter (details supplied); and if he will make a statement on the matter. [45233/22]
View answerMy Department is responsible for processing Foreign Birth Registration (FBR) applications for people who are born abroad and claim Irish Citizenship through a grandparent born in Ireland or through a parent who has claimed citizenship also through FBR, Naturalisation or Post Nuptial Citizenship.
Demand for this service increased significantly as a result of the Brexit vote in the UK. In 2015, prior to Brexit, a total of 6,000 entries were made to the register. In 2019, a peak number of 19,000 entries were made to the Foreign Births Register. Demand for this service from applicants in England, Scotland and Wales continues to be strong with over 8,000 applications received to date this year.
The service was also impacted by necessary Covid-19 restrictions in 2020 and 2021 and the unprecedented demand for passports seen to date in 2022.
My Department is currently putting in place a number of measures that will address the volume of FBR applications currently on hand with a view to significantly reducing the processing time for these citizenship applications by the end of this year.
219. Deputy Denis Naughten asked the Minister for Foreign Affairs the number of persons within his Department who received the special leave with pay for Covid-19 up to 1 July 2022; the number of workers who have availed of this payment for an extended period of 12 weeks or more; the number of persons who availed of the special leave with pay for COVID-19 since 1 July 2022; the number of such persons who have been in receipt of this payment in excess of 14 days; and if he will make a statement on the matter. [45318/22]
View answerWithin my Department 643 officers have received special leave with pay for Covid-19 up to 1 July 2022. 4 officers have availed of this payment for an extended period of 12 weeks or more. 106 officers have availed of the special leave with pay for COVID-19 since 1 July 2022 and 61 officers have been in receipt of this payment in excess of 14 days.
220. Deputy Michael Healy-Rae asked the Minister for Defence if he will ensure that a ship (details supplied) will not be scrapped; and if he will make a statement on the matter. [45350/22]
View answerI accepted the recommendation of the Working Group on Decommissioning, dated December 2021 that the decommissioning and disposal of namely LÉ Eithne P31, LÉ Orla P41, and LÉ Ciara P42, should be progressed as soon as is practicable, taking into account resourcing and the current impact of maintaining the ships.
Officials in my Department are examining options on how to dispose of the ships post- decommissioning in the most efficient and effective manner and to ensure that the ships can be taken out of the Naval Service Base in Haulbowline at the earliest opportunity to free up personnel resources, berthage space and to keep the cost of maintenance at the minimum.
Dublin Port and Cork County Council have made representations to me regarding the donating of LÉ Eithne for use as a tourist attraction or a museum piece. In this regard, I asked my officials to consult with these bodies on their proposals and report back to me before I finalise my approach to the disposals. Department officials met with Cork County Council to discuss their plans and following this meeting, the Council has now confirmed that they are no longer interested in acquiring LÉ Eithne. Consultations are ongoing with Dublin Port.
My officials are also exploring the option of a Government-to-Government transfer of LÉ Orla and LÉ Ciara. The Department of Foreign Affairs is providing assistance in this regard.
I have not made a final decision on the method of disposal of these vessels, but I hope to finalise my approach to the disposals shortly.
221. Deputy Denis Naughten asked the Minister for Defence the number of persons within his Department who received the special leave with pay for Covid-19 up to 1 July 2022; the number of workers who have availed of this payment for an extended period of 12 weeks or more; the number of persons who availed of the special leave with pay for COVID-19 since 1 July 2022; the number of such persons who have been in receipt of this payment in excess of 14 days; and if he will make a statement on the matter. [45313/22]
View answerSpecial leave with pay is currently used in lieu of sick leave for Covid-19 to assist in the prevention of the possible onward spread of Covid-19 in the work premises. In all cases, evidence from HSE is required in the form of a PCR test result or antigen test result registered on the HSE portal.
From 1st July 2022, any periods of Covid-19 related illness which extend beyond the stated self-isolation period, which is currently 7 calendar days, is treated as ordinary sick leave in line with the Public Service Management (Sick Leave) Regulations.
Please see information requested set out below in tabular format.
|
- |
Civil Servants |
Civilian Employees |
Total |
|
No. of persons who received special leave with pay for Covid-19 up to 1st July 2022; |
152 |
235 |
387 |
|
No. of persons who have availed of this payment for an extended period of 12 weeks or more; |
1 |
0 |
1 |
|
No. of persons who availed of special leave with pay for Covid-19 since 1st July 2022; |
37 |
21 |
58 |
|
No. of persons who have been in receipt of this payment in excess of 14 days; |
14 |
49 |
63 |
222. Deputy Eoin Ó Broin asked the Minister for Education if she will provide the details of the mechanism through which children from Ukraine and other minor residents of international protection can access education in the Dublin mid-west area; and the way that schools in the area can access the relevant coordinator. [45198/22]
View answer223. Deputy Eoin Ó Broin asked the Minister for Education if her Department is providing EAL teachers to schools in which Ukrainian and international protection students are in attendance; and if not; if this will be considered given the language barriers presented in some cases. [45199/22]
View answerI propose to take Questions Nos. 222 and 223 together.
In Ireland, all migrant children, including children of international protection applicants, children of migrant workers and unaccompanied minors, can access primary and post-primary education in a manner similar to Irish nationals, until they have reached the age of 18 years.
It is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. My Department is responsible for ensuring that sufficient school places are available. Where parents have a difficulty enrolling a child in a school, Tusla Education Support Service (TESS) can provide advice and support.
TESS works with the International Protection Accommodation Service (IPAS) to ensure that children seeking international protection are enrolled in and attending school as soon as possible following their arrival. TESS supports families residing in IPAS pre-reception accommodation centres to secure school places for their children. TESS also works in conjunction with the Regional Education and Language teams (REALT), which have been set up as a specific response to support Ukrainian students given the volume of students requiring school places.
REALT was established by my Department to streamline the alignment of education focused supports for Ukrainian families arriving in Ireland. The primary role of the REALT is to assist children in finding school places and to support schools to meet the needs of these children as they emerge. The REALT will also 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 act as a liaison, ensuring clear, accessible information flows are in place between schools, local education support services and national support structures in relation to Ukrainian arrivals. REALT Co-ordinators have been appointed in 16 regions funded by the Department and employed by the ETB.
Each ETB has assigned a person to the role of REALT co-ordinator. A designated phone line and e-mail address has been established for each REALT. All Principals have contact details for their local REALT co-ordinator, and contact details are also available on Gov.ie. at www.gov.ie/en/publication/48639-information-for-schools-ukraine/#regional-education-and-language-teams-realt
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile and also encompasses the Language Support (EAL) allocation that schools were allocated in previous years. Further temporary Language Support is also provided, as necessary, to schools that have high concentrations of pupils that require language (EAL) support.
The staffing arrangements for primary and post primary schools for the 2022/23 school year are set out in Circular 0025/2022 (primary) and Circulars 0022/2022, 0023/2022 and 0024/2022 (post primary), and are available on the Department website. Furthermore, there are appeals process available to all schools, should they feel that their staffing allocation is not reflective of their needs.
In response to the sudden unprecedented scale of children fleeing Ukraine and arriving in our schools with a need for immediate English language supports my Department put in place a process to assist schools that needed immediate additional EAL allocations.
The level of supports provided to schools is dependent on the number of Ukrainian children and other children with English language needs enrolled in each school.
Details of supports can be found at his link https://www.gov.ie/en/collection/2d706-staffing-arrangements-at-post-primary-level-forms/#form-u-eal-2022
224. Deputy Eoin Ó Broin asked the Minister for Education the status of a project under the School Building Programme for a school (details supplied); and the timeframe for delivery of the works. [45200/22]
View answerThe joint major building project for the schools referred to by the Deputy will be delivered under my Department's ADAPT Programme. ADAPT is an acronym which stands for the "Accelerated Delivery of Architectural Planning and Tendering".
The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
Since their appointment in May 2022, the Project Managers and my Department have been engaging in fortnightly briefing meetings in respect of all the major school building projects included in this Programme, including these 2 schools.
As part of their familiarisation review, the Project Managers have also recently visited the 2 schools. The process to appoint a Design Team will shortly be put in train by the Project Manager.
225. Deputy Eoin Ó Broin asked the Minister for Education the status of a School Building Programme project for a school (details supplied); if further temporary accommodation will be provided; and the number of special needs classes that are to be instated. [45205/22]
View answerThe project to which the Deputy refers has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
The NDFA is currently undertaking the process of appointment of multi-disciplinary technical advisors (design teams) for these projects. Thereafter, it will ensure that the project progresses to design stage, obtains the necessary statutory planning permission, and moves the project onward to tender and construction in due course.
My Department is working to identify what the interim accommodation requirements of the school might be, taking into account some potential capacity at other schools in the area and the residential development activity in the area.
The brief for this project includes provision of a 4-classroom Special Education Needs Base for the school.
226. Deputy Eoin Ó Broin asked the Minister for Education the status of a project for a school (details supplied); if further temporary accommodation will be provided; and the number of special needs classes that are to be instated. [45206/22]
View answerAs the Deputy may be aware, there is a planned expansion of the capacity of the patronage of the school referred to in the area from 16-classrooms to 32-classrooms. This is linked to a major school building project for a new school building which will facilitate the expansion of another school in the area from 16 classrooms to 32 classrooms. In total, an additional 32 mainstream primary classes and 4 additional classes for students with special education needs are being provided between the two schools.
Officials in my Department are currently working to identify whether there is a requirement for an interim accommodation solution pending delivery of this major project, taking into account some potential capacity at other schools in the area and ongoing residential development activity. My Department will engage further with the school in this respect.
227. Deputy Eoin Ó Broin asked the Minister for Education if her Department will consider extending DEIS status to schools in an area (details supplied) given the changing nature of the demographic in the community. [45207/22]
View answerIn March I was glad to be able to announce a major expansion of the DEIS – Delivering Equality of Opportunity in Schools programme which means that, for the first time since 2017, the programme is being significantly expanded and eligible schools will now gain access to targeted supports to address educational disadvantage. This will add an additional €32million to my Department’s expenditure on the DEIS progamme from 2023, bringing the 2023 allocation to in the region of €180million.
Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
The DEIS identification process aims to identify those schools with the highest levels of concentrated disadvantage or the highest proportion of students from disadvantaged backgrounds within a school. The model uses information from the school’s individual enrolment database and 2016 national census data as represented by the Pobal HP Deprivation index. The model takes into account the student cohort and the relative disadvantage within a given school. The DEIS identification model takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation.
A detailed paper on the refined DEIS identification model is available on gov.ie at www.gov.ie/en/publication/a3c9e-extension-of-deis-to-further-schools/#how-schools-were-selected-for-inclusion-in-deis
Schools that were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed. The details of the Appeals process is outlined in Circular 0019/2022 which can be found on the gov.ie website. All appeals submitted have now been processed by my Department and schools have been notified of the outcome. The DEIS appeals process was applied fairly across all appellants and the results are final. My Department will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
It is important to note that the extension of the DEIS programme to new schools is just one phase of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I recognise that there are students at risk of educational disadvantage in all schools. Conscious of this, and recognising the need to target resources to those schools that need them most, the next phase of work will explore the allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with all relevant stakeholders.
In addition to this, following the National Census 2022 held on the 3rd April last it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index, when available, can be considered by my Department to inform future resource allocation to tackle educational disadvantage.
228. Deputy Eoin Ó Broin asked the Minister for Education the additional mental health supports that will be made available to schools to deal with post-Covid anxiety and mental health challenges of secondary school pupils. [45208/22]
View answerThe Department’s Wellbeing Policy and Framework for practice has given recognition to the importance of promoting wellbeing in education. The approach set out in the Wellbeing Policy 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, experience supportive relationships within the school setting and be part of a school environment and culture that feels both physically and psychologically safe.
Aligned with this policy, a number of supports are currently being offered to schools to support wellbeing and mental health.
- 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. To support schools in this work the Professional Development Service for Teachers (PDST) is currently providing training to schools to ensure that the promotion of wellbeing will be at the core of the ethos of every school. Schools will be navigated through an introduction to the Wellbeing Framework and how to use the School Self Evaluation (SSE) process in guiding wellbeing promotion in their schools. These seminars will be supported by two webinars and in-school visits.
- Following the publication by the National Education Psychological Service (NEPS) of guidance for post primary schools on establishing a student support team or reviewing an existing team, psychologists are currently facilitating post-primary schools to improve the Student Support Team process. Student Support Teams are the structure through which key wellbeing and wellbeing-related policies are implemented in post-primary schools.
- NEPS has developed training for school staff on the promotion of wellbeing and resilience in schools which include upskilling school staff on the use and implementation of therapeutically-informed approaches in schools. These include trauma-informed approaches, approaches based on the principles of cognitive behaviour therapy, and attachment-aware approaches. The approaches outlined in the training are based on research findings, on the experience of experts in their fields and on the experience of practicing psychologists working in schools. The training will build the capability of school staff in both primary and post-primary settings, including for school leaders, teachers and SNAs.
- NEPS) will shortly resume the provision of training for school staff on the Friends for Life programmes to help reduce anxiety in children and also the Incredible Years Classroom Management System. Priority will be given to schools new to DEIS.
- NEPS has launched an eLearning course - Responding to Critical Incidents in Schools. This course is aimed specifically at the school’s Critical Incident Management Team, but open to all interested staff.
- NEPS has developed a number of resources to support the wellbeing of children and young people from Ukraine enrolling in schools in Ireland. This includes:
- Revised Guidance for primary and post – primary schools in relation to supporting the wellbeing of children/young people from Ukraine at this time. This includes support for students with special educational needs.
- Guidance for Parents and Carers from Ukraine on Supporting the Wellbeing of their Children
- A model of Psychological First Aid (PFA) to help teachers support students. The document is called Look, Listen & Link.
- NEPS has also delivered a series of wellbeing webinars via the Education Support Centres of Ireland, to further support schools.
The programmes and initiatives set out above are in addition to the educational psychological support that NEPS provide to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to individual pupil casework where there is need. NEPS works closely with the HSE and its agencies to ensure those who may require the provision of therapy or counselling are referred on to the appropriate clinical services for intervention and support.
At post primary level, counselling is a key part of the role of the Guidance Counsellor, offered on an individual or group basis as part of a developmental learning process, at moments of personal crisis but also at key transition points. The Guidance Counsellor also identifies and supports the referral of students to external counselling agencies and professionals, as required. Each post primary school currently receives an allocation in respect of guidance provision, calculated by reference to the approved enrolment.
While the Department of Health has responsibility for mental health services in Ireland, my Department has an important role to support the wellbeing and positive mental health of all our young people. My Department has built strong links with the Department of Health and both Departments are exploring ways to improve supports for young people, including around increased awareness, promoting help-seeking behaviour and sign-posting to the wide range of available services.
229. Deputy Eoin Ó Broin asked the Minister for Education the additional support that will be provided to schools such as training to deal with issues including bullying and cyber bullying and to ensure best practice in this regard. [45209/22]
View answerThe Action Plan on Bullying, which was published in January 2013, sets out my Department's approach to tackling bullying and promoting an anti-bullying culture in schools. The Action Plan contains 12 actions that focus on the provision of support for schools, teacher training, research and awareness raising and aims to ensure that all forms of bullying are addressed. A number of these actions have been implemented in full while others, which by their nature involve continuous action, are the subject of ongoing implementation.
As part of the implementation of the Action Plan, anti-bullying procedures for all primary and post primary schools, which include a specific reference to cyberbullying, were published at the beginning of the 2013/14 school year. The procedures are designed to give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour amongst its pupils and in dealing with any negative impact within school of bullying behaviour that occurs elsewhere. They include specific requirements in relation to the use of prevention and education strategies and the consistent investigation, follow up and recording of bullying behaviour.
A new Digital Strategy for schools, the Digital Strategy for Schools to 2027, was published in April. The Strategy will advance the embedding of digital technologies across teaching, learning and assessment, building on the work under previous strategies. Online safety and the safe and ethical use of digital technologies is a key component of the new Strategy. The Strategy will continue to work towards ensuring that learners have the opportunity to develop their digital skills so that they can navigate the digital world in a confident and competent manner and that their voices are heard and taken into account in further developments in this area.
Support and resources in the area of online safety and digital citizenship are provided by Webwise. Webwise promotes the autonomous, effective and safer use of the internet by young people through a sustained information and awareness strategy targeting school leaders, teachers, parents/guardians and learners themselves with consistent and relevant messages. Webwise and PDST Technology in Education are currently developing a new online cyberbullying course which seeks to inform teachers and school leaders about cyberbullying and outlines a school’s role in relation to creating an anti-cyberbullying culture and promoting student wellbeing including online wellbeing. This course aims to provide both primary and post-primary teachers with the knowledge, resources and confidence needed to teach about cyberbullying and deal with cyberbullying incidents as they arise.
There are also extensive training and curricular supports, including through the Social Personal Health Education (SPHE) curriculum and the Professional Development Service for Teachers (PDST), to assist schools in the development of policies and practices on the safe use of the internet and on the prevention of bullying including cyber-bullying.
Throughout the implementation of the Strategy, Webwise will continue to develop and disseminate relevant resources and run campaigns addressing key topical issues as they arise.
As the Deputy may be aware, I established a Steering Committee to review the 2013 Action Plan on Bullying in February of this year. This Steering Committee is chaired externally by Dr. Noel Purdy of Stranmillis University College in Antrim. This review involves significant consultation and collaboration across my Department, with other Government Departments and Bodies including the Ombudsman for Children, and also involves consultation with a broad range of education stakeholders, including parents and students, school management bodies and teacher and school staff unions.
The review is taking account of the significant developments and relevant research since the action plan was published in 2013. It is specifically considering cyber bullying, identity based bullying and sexual harassment, among other areas.
The review is also giving detailed consideration to the recommendations contained in the Oireachtas Joint Committee Report on School Bullying and the Impact on Mental Health which was published in August 2021.
The Steering Committee consists of senior officials from the Department of Education, including the Inspectorate and the National Educational Psychological Service, representatives of the National Parents’ Council Primary, National Parents’ Council Post-Primary, Irish Second Level Students’ Union (ISSU), the Department of Children, Equality, Disability, Integration and Youth, the National Anti-bullying Research Centre in DCU and other external experts and representatives of advocacy organisations which include BelongTo, Webwise, Parentline National Traveller Women’s Forum, Women’s Aid and the Independent Living Movement Ireland and two anti-racism advocates. The Steering Committee has held nine meetings to date.
A number of consultation strands have been conducted over the past few months including focus groups with children and young people, focus groups with school staff and members of the school community and a public consultation process. This extensive consultation process will ensure that my Department captures as many voices as possible to inform the development of an inclusive and comprehensive Action Plan on Bullying.
A Working Group has been established to review and update the Anti-bullying procedures for Primary and Post Primary Schools in parallel with this work. The working group is comprised of representatives from each of the relevant management bodies and teacher and school staff unions, along with representatives from the National Parents’ Council Primary, National Parents’ Council Post-Primary, Irish Second Level Students’ Union (ISSU) and the National Anti-bullying Research Centre in DCU.
