Written Answers Nos. 522-541
523. Deputy John Brady asked the Minister for Education when it is expected that the additional accommodation which has been approved by her Department will be put in place for a school (details supplied); if this will be implemented before the start of the new school term in September; and if she will make a statement on the matter. [27527/23]
View answerI am pleased to advise the Deputy that approval has issued under the Additional School Accommodation scheme at the school in question for 4 additional classrooms. This project is being delivered under the Department’s Devolved SEN Reconfiguration and Modular Accommodation programme. This approach supports accelerated delivery of the accommodation and maximises assistance to the school for this brief, the project will be delivered from the Department’s Procurement Frameworks.
A Project Management company, has been appointed from the Department’s Framework, to design and tender the project. This consultant will lead the project through the various stages of planning process and construction. The School Authority has overall responsibility for delivery of the project.
524. Deputy John Brady asked the Minister for Education to provide an update on the status of an extension for a school (details supplied); when it is likely that the project will move to planning stage; and if she will make a statement on the matter. [27528/23]
View answerThe school which the Deputy has referred to was approved funding under the Additional School Accommodation Scheme for the provision of 1x General classroom, 1x Music room, 1x Textiles room, 1x Art room, 1x Graphics room, 1x Multimedia room, 1x Science lab, 1x Science Prep area, 2x Technology and shared Prep area, 3 Classroom SEN base School.
The project has been devolved to the school authority for delivery. The school has appointed a design team and the Department is currently reviewing this Design Team's submission of its Stage 1 Architectural Design Report. Following the conclusion of this process, the project will progress to detailed design stage. At this stage, it is too early in teh process to provide a definitive date for when the project will progress to planning.
525. Deputy John Brady asked the Minister for Education if she will provide an update on the implementation of additional accommodation for a school (details supplied); when this accommodation will be put in place; and if she will make a statement on the matter. [27529/23]
View answerI am pleased to advise the Deputy that approval under the Additional School Accommodation scheme has issued to the school in question for the provision of six general classrooms under my Department's Devolved SEN Reconfiguration and Modular Accommodation programme.
The project is being delivered under the Department’s Devolved SEN Reconfiguration and Modular Accommodation programme. This approach supports accelerated delivery of the accommodation and maximises assistance to the school for this brief, the project will be delivered from the Department’s Procurement Frameworks. A Project Management company has been appointed, from the Department’s Framework, to design and tender the project. This consultant will lead the project through the various stages of planning process and construction. Officials from the Department have held a recent meeting with the School Authority and the assigned Project Managers to progress this project.
The School Authority has overall responsibility for delivery of the project.
526. Deputy Steven Matthews asked the Minister for Education the position regarding a third ASD classroom for a school (details supplied), as recommended by the National Council for Special Education; if her attention has been drawn to the over-enrolment in the existing two ASD classrooms in this school; and if she will make a statement on the matter. [27533/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education is a priority for this Government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2023, the spend by my department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants.
The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two to three years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years.
My department is engaging intensely with the NCSE in relation to the forward planning of new special classes and additional special school places for the next school year 2023/24. This work involves a detailed review of statistical data in relation to forecasting demand for special class and special school places, consideration of improved data sharing arrangements, consideration of school accommodation capacity and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, on the 12th of April, Minister Foley and I announced the establishment of 2 new special schools for the 2023/2024 school year, with further capacity being expanded in 11 other special schools.
Along with the two new special schools, 328 new special classes – 217 at primary and 111 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year, with more to be confirmed in the coming weeks.
Of these new classes, 6 are in Co. Wicklow, with 4 at primary level and 2 at post-primary level. These new classes will bring the total number of special classes in Wicklow to 96.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October of last year, my department wrote to all post-primary schools to advise them of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 3 to 5 years, with an approximate average of 4 special classes in each school.
As the question relates to a specific school, my department will ask the NCSE to consider the matter and provide a direct response.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website: www.ncse.ie.
The NCSE is committed to ensuring that sufficient special education placements will be available for children for the coming school year 2023/2024.
I want to reassure you also that my department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
527. Deputy Mattie McGrath asked the Minister for Education the estimated full-year cost to the Exchequer associated with State funding for a practical programme of driver education and a pathway to pass the driver theory test for final-year students at all secondary level schools, aiming to equip young adults with a potential mode of transport upon completing school; and if she will make a statement on the matter. [27536/23]
View answerThere are no plans at present to introduce the kind of driver education programme the Deputy refers to into the curriculum. Accordingly, no costing exercises in relation to this have been carried out by my Department.
The Road Safety Authority (RSA) has been involved for a number of years in providing a comprehensive integrated road safety education programme in pre-school, primary, post-primary, third level and in the community. This has been done in partnership with many organisations including the Department of Education, An Garda Síochána, the Health & Safety Authority and the Higher Education Authority. As part of this, the RSA has developed a range of material that teachers can use to educate school children about road safety as it applies to all road users – pedestrians, motorcyclists, cyclists and motorists. The resources are tailored to each user group. These are available on their website Road safety education for secondary school students (rsa.ie). In addition, while at post-primary level there are no plans to introduce mandatory driver education classes, basic tuition to lay a foundation in driver education is featured on many school curricula already.
In relation to 16-18 year olds, there are opportunities built into the programmes for students to engage with the content of the driver theory test. For example, the 'Your road to safety' Transition Year programme, consists of a 45-hour version and a 20-hour fast-track option. The programme provides important educational material and learning on road safety for pedestrians, cyclists, motorcyclists and motorists. It covers such issues as seatbelts and airbags, driver fatigue, drink/drug driving, road-safety engineering and enforcement, basic first aid at road crashes, emergency services and rehabilitation, licensing and insurance issues, the NCT, purchasing a car and driving abroad. The programme does not include driving lessons. However, relevant driver theory test content is included at the end of each module.
528. Deputy Mattie McGrath asked the Minister for Education the estimated full-year cost to the Exchequer associated with State funding for a practical programme of first-aid and CPR life-saving skills for all Leaving Certificate students; and if she will make a statement on the matter. [27537/23]
View answerThere are no plans at present to introduce First Aid into the Leaving Certificate curriculum. Accordingly, no costing exercises in relation to this have been carried out by my Department.
The curriculum in second level schools must meet an extensive range of needs in catering for the cognitive, emotional, imaginative, aesthetic, social, physical and moral development of students, and in preparing them for the demands of citizenship, lifelong learning and social and economic participation.
The Deputy may wish to note that at Junior Cycle, the curriculum is made up of a combination of full subjects and short courses. Some short courses will be designed centrally by the National Council for Curriculum and Assessment (NCCA) and others by schools themselves or other bodies, using the template provided by the NCCA. It is therefore open to a school or other bodies to develop a short course in first aid training, for use in schools. There are also opportunities within Transition Year in which a flexible menu of learning modules can be provided by schools within the context of a framework for the programme set out by the Department. As part of this, it is open to schools to provide first aid training if they wish to do so.
Schools are encouraged to engage with community groups and a wide range of stakeholders to provide for extra-curricular learning opportunities such as first-aid training or to give talks to students, although it should be noted that it is the policy of the Department of Education not to endorse any products or programmes produced by external parties for use in schools.
529. Deputy Mattie McGrath asked the Minister for Education the steps, if any, that are being taken by her Department to educate and safeguard children around the potential harms and misinformation being generated by artificial intelligence; and if she will make a statement on the matter. [27540/23]
View answerThe Digital Strategy for Schools to 2027 sets out my Department’s policy approach in terms of embedding digital technology across the curriculum and in all aspects of teaching, learning and assessment. Online safety and the safe and ethical use of digital technologies is a key component of the Digital Strategy. Supports and resources in the area of online safety and digital citizenship are provided by Webwise. Webwise promotes safer, better Internet use through awareness raising and education initiatives targeting teachers, children, young people and parents. Webwise develops and disseminates resources that help teachers integrate digital citizenship and online safety into teaching and learning in their schools. With the help of the Webwise Youth Advisory Panel, Webwise develops youth oriented awareness raising resources and training programmes that promote digital citizenship and address topics such as online wellbeing, mis/disinformation, cyberbullying and more. Mis/disinformation is also addressed across a range of resources and CPD supports developed by Webwise.
Webwise is an active member of Media Literacy Ireland Network, a member of Media Literacy Ireland Steering Committee and is also a local partner on the current Media Literacy Case for Educators European Project. Webwise is also a member of the TeamLIT Network (Teacher education in digital and media literacy: providing guidance, resources and support for teacher trainers in Europe) and is on the National Counter Disinformation Strategy Working Group coordinated by the Department of Tourism, Culture, Arts, Gaeltacht, Sports and Media.
The Digital Strategy for Schools is cognisant of the importance of artificial intelligence (AI) in the education context. Advice and support, informed by the National Strategy on AI Strategy (AI Here for Good), and relevant AI research and reports developed at EU level, will be developed and disseminated to schools as appropriate. As highlighted in the National Strategy on AI ‘AI Here for Good’ it is important that teachers and school leaders understand the strengths and limitations of AI as part of their teaching methods. They will be supported in this process by the Department and its support services.
My Department promotes the quality of teaching and learning through the provision of continuing professional development (CPD) and supports for teachers and principals. The use of AI software and issues pertinent to the use of AI in schools will be incorporated into this CPD as appropriate. An important resource in this regard is the European Commission’s Ethical guidelines on the use of artificial intelligence and data in teaching and learning (2022). It is designed to help educators understand the potential that the applications of AI can have in education and to raise awareness of the possible risks so that they are able to engage positively, critically and ethically with AI systems and exploit their full potential.
In terms of how this is being addressed across the curriculum, redevelopment of the primary curriculum is underway with the publication of The Primary Curriculum Framework for all primary and special schools on 9th March 2023. The framework sets out the five curriculum areas of the new primary curriculum to include STEM Education (Science, Technology, Engineering, and Mathematics) which will enable children to benefit from learning about and working with traditional, contemporary, and emerging technologies. It also sets out the key competencies to include ‘Being a digital learner’ which aims to support children to become curious, creative, confident, and critical users of digital technology.
At Junior Cycle, the Framework for Junior Cycle provides multiple opportunities for the development of digital skills. A set of 24 Statements of Learning are central to the student experience in Junior Cycle and Statement 24 focuses explicitly on the development of digital skills setting out the expectation that the student uses technology and digital media tools to learn, communicate, work and think collaboratively and creatively in a responsible and ethical manner.
In addition to this cross-curricular focus on digital skills, schools may choose to offer short courses which explicitly focus on digital skills. In particular, NCCA has developed a short course in Digital Media Literacy through which students will learn to use digital technology to engage in self-directed enquiry, to discriminate between multiple sources of information and to participate safely and effectively in an online environment.
An updated Junior Cycle specification will be introduced into schools in September. SPHE at Junior Cycle will now include four strands: Understanding Myself and Others, Making Healthy Choices, Relationships and Sexuality, and Emotional Wellbeing. Some of the learning outcomes include that students should be able to “demonstrate how to access and appraise appropriate and trustworthy information.
At Senior Cycle, one of the Key Skills is information processing. The Senior Cycle Key Skills Framework states “This key skill helps learners become competent in an information-intensive environment. As well as developing the specific skills of accessing, selecting, evaluating and recording information, learners develop an appreciation of the differences between information and knowledge and the roles that both play in making decisions and judgements”. Students have opportunities to develop their digital media literacy skills through engagement with a variety of Leaving Certificate subjects, including English, History, Economics, or Politics and Society. Full details of the specifications for these subjects can be found on www.curriculumonline.ie
Development of a successor Literacy, Numeracy and Digital Literacy Strategy for all learners in early learning and care, primary and post primary schools is underway. The new Strategy, which is being developed against robust research and consultation, will amongst other areas focus on strengthening digital literacy among both learners and educators.
530. Deputy Michael Fitzmaurice asked the Minister for Education the plans her Department has in place to accommodate students with learning difficulties to have the option of having two or three different levels in the Leaving Certificate examinations, having already had the option and ability to complete the Junior Certificate examinations at three different levels, in order that all students, regardless of abilities, are no longer discriminated against and can attain a Leaving Certificate; and if she will make a statement on the matter. [27570/23]
View answerIn March 2022, I announced an ambitious programme of work for a reimagined Senior Cycle where the student is at the centre of their experience which will:
• Empower students to meet the challenges of the 21st century
• Enrich the student experience and build on what’s strong in our current system
• Embed wellbeing and reduce student stress levels
The redeveloped Senior Cycle will involve the creation and development of more flexible learning pathways within schools.
My approach to Senior Cycle redevelopment will ensure that the diversity of students’ learning needs and strengths are addressed and that all learning pathways in school are accessible and equally valued.
In the redeveloped Senior Cycle, real opportunities to progress, consolidate and transfer learning should be available for students who can currently access Level 1 and Level 2 Learning Programmes (L1/L2LPs) at Junior Cycle.
At Junior Cycle, most students study a Junior Cycle programme which consists of subjects and short courses that are broadly aligned with Level 3 of the National Framework of Qualifications.
The Level 1 Learning Programmes (L1LPs) and Level 2 Learning Programmes (L2LPs) at Junior Cycle are targeted at a specific group of students who have general learning disabilities in certain categories which prevent them from taking some or all of the subjects or short courses on offer at Level 3. The students concerned are small in number (generally one or two in a typical school) and all have Individual Education Plans (IEPs). The Learning Programmes are built around Priority Learning Units (PLUs) that develop the basic, social and pre-vocational skills of the students involved.
In the context of the Senior Cycle redevelopment programme, I requested the National Council for Curriculum and Assessment (NCCA) to develop follow-on programmes for students studying L1/L2LPs in Junior Cycle as they progress to Senior Cycle. As part of this process, the NCCA has recently completed a public consultation on a Background Paper for the development of the follow-on modules for L1/L2LPs.
A Post-Primary Special Education Development Group was established in November 2022 within the NCCA’s structures to develop follow-on Senior Cycle modules for students progressing from Level 1 and Level 2 Learning Programmes at Junior Cycle level.
This development work is progressing well, and it is expected that the development of the first tranche of modules will be completed in time for the planned implementation in schools in September 2024.
531. Deputy Michael Ring asked the Minister for Education if school transport can be provided to four children from the same household (details supplied) in County Mayo; and if she will make a statement on the matter. [27584/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year, over 149,000 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.
There has been an increase of 21% in tickets issued to eligible students and 38% increase in tickets issued on a concessionary basis in the current 2022/23 school year compared to tickets issued in the 2021/22 school year.
In addition, school transport scheme services are being provided in the current school year for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Bus Éireann have confirmed that the family in question are eligible for school transport and received tickets for the 2022/23 school year. They have applied and made payment for the 2023/24 school year.
Under the terms of the Primary School Transport Scheme children are eligible for transport where they reside not less than 3.2 kms from and are attending their nearest national school as determined by the Department/Bus Éireann, having regard to ethos and language.
Bus Éireann is responsible for the planning and timetabling of school transport routes. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the Scheme nationally.
Where practicable, and subject to considerations of cost and logistics, routes are planned to avoid an eligible child having to travel more than 2.4 kms to or from a pick-up/set down point or to have travel and waiting times in excess of 1.5 hours per day. Routes are planned on the basis of the locations of children who are eligible for school transport only.
Parents/guardians are responsible for ensuring that children are brought safely to and collected safely from Bus Éireann designated pick up and set down points.
Bus Éireann have advised that the family to whom the Deputy refers, reside 400 metres from the route of an existing school transport service on which transport has been offered.
This family are currently being offered transport within the guidelines of the school transport scheme
532. Deputy Steven Matthews asked the Minister for Education further to Parliamentary Question No. 65 of 31 May 2023, if her attention has been drawn to reports from school principals, teachers and SNAs alike that outline that in practice, the role of a teacher and SNA is broadly the same under home-based summer provision, contrary to her Department’s reply; and if she will make a statement on the matter. [27586/23]
View answerAs outlined in Parliamentary Question No. 65 of 31 May 2023, where a school is not running a Summer Programme or a place on a school-based programme is unavailable, a home-based programme is available for pupils with complex special educational needs.
The Department’s approach is clear that the role of the teacher and SNA are distinct where a teacher is to provide tuition and a SNA provides care support as appropriate. Under the terms and conditions of the home-based summer programme, it is a matter for parents to ensure they source a registered teacher or SNA to provide the appropriate provision for the Home Based Programme i.e. to implement a programme of learning or to provide a programme of care.
533. Deputy Michael McNamara asked the Minister for Education if and when she will meet with a group (details supplied) to discuss its concerns about reforms to the Social, Personal and Health Education (SPHE), with Relationships and Sexuality Education (RSE) curricula; and if she will make a statement on the matter. [27598/23]
View answer534. Deputy Michael McNamara asked the Minister for Education if she will outline any plans to meet faith groups to discuss concerns about reforms to the Social, Personal and Health Education (SPHE), with Relationships and Sexuality Education (RSE) curricula; and if she will make a statement on the matter. [27599/23]
View answerI propose to take Questions Nos. 533 and 534 together.
Access to Relationships and Sexuality Education (RSE) is an important right for students. This is reflected in the Programme for Government, which states that this Government will develop inclusive and age appropriate curricula for RSE and Social, Personal and Health Education (SPHE) across primary and post-primary schools. SPHE is a mandatory curriculum subject in all primary schools and in post-primary Junior Cycle. RSE is required at all levels in schools, from primary through to Senior Cycle.
Work is ongoing to update the curricula in SPHE and RSE following on from a 2019 National Council for Curriculum and Assessment (NCCA) review of RSE across primary and post-primary. The review involved students, parents, teachers, school leaders, researchers and organisations, with a view to gaining a full appreciation of the nature of young peoples’ needs and experience of RSE and this included responses from nearly 8,000 parents. That review said there was unanimous agreement among students about the importance of RSE. Students said that they wanted a safe and inclusive environment where they can discuss, ask questions and talk about all aspects of relationships and sexuality.
An updated Junior Cycle SPHE specification was published by the NCCA in May and is due to be rolled out in schools from this September. This follows extensive public consultation on the draft specification which took place in 2022. Work on a Senior Cycle SPHE specification is well underway and it is expected to be available for public consultation in Q3 2023. A background paper was already published for consultation in October last year. Work on a Primary specification has now begun also, and that is expected to be available for public consultation in 2024, before being finalised in 2025. This follows the publication of the new Primary Curriculum Framework in March of this year, which will be the foundation for all curriculum specifications including those for SPHE and RSE.
Consultation is a core feature of the NCCA’s work in developing curricula. The consultation processes it undertakes afford an opportunity for all parents, students, teachers and other stakeholders to make their views known in relation to any aspect of the curriculum and are the appropriate route by which to do so.
535. Deputy Michael McNamara asked the Minister for Education if she will outline the steps that will be taken to accommodate parents with concerns about recent proposed reforms to the Social, Personal and Health Education (SPHE), with Relationships and Sexuality Education (RSE) curricula in order to comply with Article 42.4 of the Constitution; and if she will make a statement on the matter. [27600/23]
View answerAccess to sexual and health education is an important right for students. Schools have a responsibility to provide for this, in consultation with parents, having regard to the ethos of the school. Social, Personal and Health Education (SPHE) is a mandatory curriculum subject in all primary schools and in post-primary junior cycle. Relationships and Sexuality Education (or RSE) is required at all levels, from primary through to senior cycle.
The redeveloped Junior Cycle SPHE specification was published by the NCCA in May and is due to be rolled out in schools from this September.
Work on redeveloping the Senior Cycle SPHE specification is well underway and it is expected to be available for public consultation in Q3 2023. A background paper was already published for consultation in October last year.
Development of a draft Primary specification is expected to be completed in early 2025, with public consultation on this specification planned for 2024.
The work of updating the curricula in SPHE and RSE follows on from a 2019 National Council for Curriculum and Assessment (NCCA) review of RSE across primary and post-primary. The review involved students, parents, teachers, school leaders, researchers and organisations, with a view to gaining a full appreciation of the nature of young people's needs and experience of RSE and this included responses from nearly 8,000 parents. That review said there was unanimous agreement among students about the importance of RSE. Students said that they wanted a safe and inclusive environment where they can discuss, ask questions and talk about all aspects of relationships and sexuality.
Consultation is a core feature of the NCCA’s work in developing curricula. The NCCA consultation on the draft Junior Cycle specification took place from July to October 2022, three months rather than the normal six week consultation. Many parents, students and teachers as well as organisations with an interest in the area took the time to participate in the consultation process and more than 4,000 parents responded to the online survey element.
In accordance with Section 30 of the Education Act, 1998, parents have a right to have their children opt out of classes which are contrary to the conscience of the parent if they so wish. It is expected that this right be upheld by schools on foot of a parental request.
The manner in which any school ensures that the right to opt out of classes is upheld is a matter for the school concerned. The school must determine the particular arrangements which are most appropriate in its individual circumstances having regard to local issues such as available space, supervision requirements and how the school concerned organises classes etc.
536. Deputy Catherine Murphy asked the Minister for Education if she will review a section 29 appeal in respect of a school place for a person (details supplied). [27616/23]
View answerSection 29 of the Education Act 1998 as inserted by section 7 of the Education (Admissions to schools) Act 2018 provides for an appeal where a board of management, or a person acting on behalf of the board of management (normally the school principal) refuses to admit a student to a school, where the decision to refuse admission is due to the school being oversubscribed.
A three person Appeals Committee appointed by me as Minister for Education considers all appeals lodged under the Education Act and act independently of my Department.
The appeal to which the Deputy refers was in accordance with the Act a paper based hearing and the final outcome of the appeal was issued to both parties on the 19th May 2023.
In accordance with the legislation this concludes the appeals process as there are no provisions within the legislation to review an outcome in circumstances where an appeal is allowed or disallowed.
537. Deputy Fergus O'Dowd asked the Minister for Education if she is aware of the potential risks associated with technology and social media use for children of school going age including social comparison, cyberbullying, harmful content, pro-anorexia and pro-bulimia content, deliberate self- harm content, suicide challenges and the myriad of risks relating to image-based abuse and sextortion; the steps her Department is taking to help students safely navigate online spaces.; and if she will make a statement on the matter. [27619/23]
View answerThere are extensive training and curricular supports available to schools, including through the Social Personal Health Education (SPHE) curriculum, the Professional Development Service for Teachers (PDST), Webwise.ie and the Department funded national anti-bullying website www.tacklebullying.ie to assist schools in the development of policies and practices on the prevention of bullying and harassment, including cyberbullying, and on the safe and responsible use of the internet.
The PDST has a dedicated Health and Wellbeing team. This team supports teachers and schools, through the SPHE curriculum to develop and promote the personal development, health and wellbeing of the student; to create a positive school environment and culture; and to prevent and tackle bullying including online bullying and harassment.
There is a wide range of training material available through the Webwise Internet Safety Programme to support teachers, students and parents on online safety. Webwise is part of the PDST. It is funded by the Department of Education and the EU Internet Safety Initiative. Webwise (Webwise.ie) promotes the autonomous, effective and safe use of the internet by young people through a sustained information and awareness strategy targeting school leaders, teachers, parents and children themselves with consistent and relevant messages. It develops and disseminates resources that help teachers integrate digital citizenship and online safety into teaching and learning in their schools (mostly through delivery of the SPHE curriculum).
The webwise.ie resource includes a dedicated School/Teachers Hub with extensive SPHE curricular supports, a Parents Hub and Youth Hub which give practical information and advice on the safe, ethical and responsible use of the internet and addresses key issues such as cyberbullying, sexting, image sharing, respectful communication, social media, popular apps and more.
Webwise and the PDST Technology in Education team recently developed a new online cyberbullying course. The 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. Details of the course is available at Online Courses - PDST Technology in Education
In addition, all schools are expected to have an Acceptable Use Policy (AUP) in place that sets out rights, privileges, responsibilities and sanctions associated with the use of the internet for school purposes including the use of smart phones and personal devices. The policy is drawn up by school leaders, teachers and management and generally in consultation with parents. Supports for schools on the drawing up of this policy are available on webwise.ie.
My Department’s Digital Strategy for Schools promotes the development of digital literacy in our young people and the importance of respectful online communications. A new Strategy, the Digital Strategy for Schools to 2027 [ gov.ie - Digital Strategy for Schools to 2027 (www.gov.ie)], was published in April 2022. The Strategy will advance the embedding of digital technologies across teaching, learning and assessment, building on the work under previous strategies. It aims to further support the school system so that all students across our schools have the opportunity to gain the knowledge and skills they need to navigate an ever-evolving digital world successfully.
Delivery of the Strategy will involve ongoing collaboration and engagement with all key stakeholders. It allows for the establishment of both a consultative and an industry group which will further help support the implementation of the objectives of the Strategy and ensure its currency over its lifetime to 2027.
Online safety and the safe and ethical use of digital technologies is a key component of the Strategy. The Strategy will continue to work towards ensuring learners have the opportunities 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. This will be further examined in the Implementation Plan. Ultimately a fundamental focus of the Strategy is learners and their wellbeing and ensuring that all of the policies, supports and resources are aimed at providing opportunities for learners to develop their digital skills so that they can navigate the digital world in a confident and competent manner.
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. This will take into account the recommendations and advice of Cineáltas: Action Plan on Bullying, [gov.ie - Cineáltas: Action Plan on Bullying (www.gov.ie)] which was published last December and from the National Advisory Council for Online Safety.
538. Deputy Sorca Clarke asked the Minister for Education if her Department will engage with Roscommon Comhairle na nÓg, a group of 28 young people, regarding a project they are developing to provide a non-clinical listening service in every Roscommon secondary school that would ensure every student has access to at least one session once a year, aimed towards people who may not normally speak up or speak about their mental health challenges and which was voted on by their representatives from every secondary school in County Roscommon at their Annual Youth Conference in October 2022. [27620/23]
View answerI commend the representatives of Comhairle na nÓg County Roscommon for supporting this important wellbeing and mental health initiative at their Annual Youth Conference in October 2022.
The area of wellbeing and the promotion of positive mental health is a priority for the Department of Education. This includes promoting emotional wellbeing and resilience and positive coping skills, which support children and young people to manage the complexities of modern life.
The Department of Education’s approach to supporting wellbeing and mental health is set out in its Wellbeing Policy Statement and Framework for Practice. A dedicated wellbeing portal has also been developed bringing together all the wellbeing supports and resources that have been developed by the Department and the Department’s support services. The approach proposed is a whole school and preventative approach, which has multiple components that provide children and young people with opportunities to:
• Build core social and emotional skills and competencies through the use of evidence-informed practice.
• Experience supportive relationships within the school setting.
• Be part of a school environment and culture that feels both physically and psychologically safe, in which they feel a sense of belonging and connectedness, that their voice is heard, and they feel supported.
It is important that any wellbeing initiative is aligned with the principles of the Wellbeing Policy. Schools may choose wellbeing resources that suit their own particular needs and context.
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 and support schools in implementing the Wellbeing Framework.
The National Educational Psychological Service (NEPS) has developed training for school staff on the promotion of wellbeing and resilience in schools, which includes upskilling school staff on the use and implementation of therapeutically-informed and evidence-based 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 builds on the capability of school staff in both primary and post-primary settings, including school leaders, teachers and SNAs. NEPS also provides training for school staff on the FRIENDS social, emotional and resilience building programmes to help reduce anxiety and support emotional wellbeing and resilience in children and young people.
The Department of Education works closely with the Department of Health, who have compiled a suite of resources, support agencies, self-help information and apps to support positive mental health in adults and young people. This is available at hse.ie/mental-health
539. Deputy Fergus O'Dowd asked the Minister for Education if she is aware of a report published by an organisation (details supplied); if she will respond to the recommendations set out in the report; and if she will make a statement on the matter. [27638/23]
View answerI wish to thank you for bringing this report to my attention. I have asked my officials to review the report and to consider its findings and recommendations.
It is important to note that the Department has put in place a number of significant programmes aimed at ensuring that young people with disabilities or more complex educational needs are supported effectively to make optimal transitions from their schools.
In November 2022, I was delighted to announce that twenty schools, ten in Galway and ten in Dublin, had agreed to work with the Department on developing the best possible approaches to supporting effective transitions for students with complex special educational needs. We’ve provided each of the twenty schools with twelve additional teaching hours each week to assist them in this work. I am pleased to hear of the enthusiastic manner in which schools have gone about their work in this programme.
We’re also investing Dormant Accounts Funding in a second programme which is focused on supporting effective transitions from school to post-school options. This involves a collaboration with Walkinstown Association for People with an Intellectual Disability Limited (WALK), a disabilities NGO. Working with WALK enables us to focus on the young person in a new way for the education system. By that I mean that their transition is not only supported at the time of completing school, but for a number of years following their transition.
The report refers to the Assessment of Need (AON) process. It is important to note that while schools participate in the AON process, responsibility for the AON process lies with the HSE. Schools contribute to the process by providing HSE assessment officers with information contained in student support files. The information in these files has been compiled in the school from educational assessments conducted by teachers and special education teachers.
540. Deputy Darren O'Rourke asked the Minister for Education when a decision will be made in relation to the 1/2A submission to build an ASD unit in a school (details supplied) in County Meath; and if she will make a statement on the matter. [27641/23]
View answerThe school to which the Deputy refers was approved funding under my Department's Additional School Accommodation Scheme for the provision of a two special education needs base, including a soft play area and a sensory garden.
The stage 1/2a architectural design report was submitted by the school authority for review by my Department. The report was reviewed by my Department's professional and technical staff and their comments were issued to the school authority for the attention of the project's design team. A response to those comments was received from the school and this information is now with my Department for further review.
Whilst this project has been devolved to the school authority for delivery, my Department will continue to engage directly with the school to provide whatever practical assistance and advice is necessary to implement this important project for the wider school community
541. Deputy Holly Cairns asked the Minister for Education the percentage of social media videos posted on each of her Departmental social media accounts, or the social media accounts of public bodies and agencies that operate under her remit, that included closed captioning/subtitling between 1 May 2022 and 30 April 2023, inclusive; and the percentage of same that feature translations into Irish or another language; and if she will make a statement on the matter. [27652/23]
View answerThe Department had a total of 71 Twitter video posts between 1 May 2022 and 30 April 2023, of which 50 (70%) were closed captioned/subtitled. 17 (24%) of the posts contained subtitles that were translated into Irish or another language.
A total of 28 videos were posted on LinkedIn between 1 May 2022 and 30 April 2023, of which 22 (78%) were closed captioned/subtitled. Eight (28%) of the posts contained subtitles which were translated into Irish or another language.
The Department does not hold the statistics for its public bodies and agencies.
