The quality of our teaching profession is a critical factor in sustaining and enhancing the quality of education outcomes. The Department of Education promotes the quality of teaching and learning through the provision of continuing professional development and supports for teachers and principals.
The wellbeing of all in the school community including young carers is a priority for this Department. The 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 supportive school environment and culture. Aligned with this policy, a number of supports are currently being offered to schools to support students’ wellbeing and mental health. 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. NEPS has also developed training for school staff on the promotion of wellbeing and resilience in schools.
Wellbeing has been identified as an area of high priority. PDST CPD structures facilitate a wide range of supports that enable teacher learning, collaboration and evidence-based practice with an emphasis on curriculum and pedagogy, learning and teaching methodologies, school improvement and school self-evaluation, school leadership, culture and leading learning and pupil and teacher welfare.
The PDST Primary Health and Wellbeing team aims to support teachers as reflective practitioners by providing a range of professional development opportunities in the areas of Physical Education, PE, Physical Literacy, Fundamental Movement Skills, Physical Activity, Movement Breaks, SPHE, RSE, Child Protection, Stay Safe, Anti-bullying, Teacher Wellbeing, Restorative Practice and Wellbeing in Education School (SSE).
The PDST Post Primary Health and Wellbeing team aims to support teachers as reflective practitioners by providing a range of professional development opportunities in the areas of Physical Education (PE), Leaving Certificate Physical Education (LCPE), Senior Cycle Physical Education (SCPE), Junior Cycle Relationships and Sexuality Education (RSE), Senior Cycle Relationships and Sexuality Education (RSE), Mental Health, Substance Use, Personal Safety, Restorative Practice, Child Protection, Teacher Wellbeing and Wellbeing in Education (SSE).
Additionally, as part of the Junior Cycle Reform, the eight Principles of Junior Cycle underpin the student experience - one that encourages participation, motivation and engagement through a broad range of learning experiences that are flexible and offer choice to meet the diverse needs of each student.
The Framework for Junior Cycle (2015) provides for an area of learning at junior cycle titled ‘Wellbeing ’. Wellbeing spans the three years of junior cycle and builds on substantial work already taking place in schools in support of students’ wellbeing. This area of learning makes the school’s culture, ethos and commitment to wellbeing visible to students. It provides learning opportunities to enhance the physical, mental, emotional and social wellbeing of students. It supports students in developing important life skills and in building a strong sense of connectedness to their school and to their community.
Three subject areas form the basis for much of the Wellbeing programme provided by schools. These are PE (Physical Education), Social, Personal and Health Education (SPHE) and Civil, Social and Political Education (CSPE). The most recent update to schools advises that:
Schools are required to provide a programme of 400 hours of Wellbeing for students which started in September 2022. The NCCA Junior Cycle Wellbeing Guidelines (2021) supports schools in planning and developing a coherent Wellbeing programme that builds on the understandings, practices and curricula for Wellbeing already existing in schools.
The National Educational Psychological Service (NEPS) supports the work of schools in establishing and operating School Support Teams. Student Support Teams play an important role in supporting the wellbeing of students. The Student Support Team focus on meeting the needs of individual students social, emotional and academic needs by establishing the concerns and putting supports in place to meet their needs.
It is recognised that some vulnerable groups of students or individual students may require a more focused, stepped-up level of intervention at times and a continuum of support is needed.
The Department’s Child Protection Procedures for Primary and Post-Primary Schools 2017 provides guidance to schools in relation to their responsibilities under the Children First Act 2015 and the Children First National Guidance 2017. The role of a child as a young carer is acknowledged in the procedures as one of the circumstances which may make children more vulnerable.
All personnel working with children and young people must do their utmost to ensure their protection and welfare. This responsibility is taken seriously by our schools and there is a very strong culture of child protection across the school sector.
The Department’s Inspectorate monitors compliance with the Child Protection Procedures for Primary and Post-Primary Schools 2017 during all school inspections.
Supporting documents and templates for schools are available on the Department’s website at www.gov.ie/en/collection/12bee3-child-protection-procedures-in-schools/.
Training resources to support schools and mandated persons in carrying out their duties are made available by the Department and Tusla.
