Dáil Éireann díospóireacht -
Tuesday, 21 Nov 2000

Vol. 526 No. 3

Written Answers. - School Discipline.

John Perry

Ceist:

123 Mr. Perry asked the Minister for Education and Science the procedures involved in dealing with disruptive pupils at second level schools; the plans he has to establish posts of teacher counsellors to assist schools in this regard; if his attention has been drawn to the serious stress and time involved to teachers in dealing with these matters; and if he will make a statement on the matter. [26500/00]

Minister for Education and Science (Dr. Woods)

Individual school managerial authorities are responsible for ensuring that a fair and efficient code of behaviour, encompassing rules and procedures, is drawn up and applied in schools. Circumstances vary from one school community to another, and therefore it would not be appropriate for me to set out a formal and detailed code of behaviour for all schools. However, my Department has issued guidelines to schools outlining the general principles to be followed in drawing up and implementing a code of behaviour in schools.

The Education (Welfare) Act, 2000, requires schools to prepare a code of behaviour which will specify the types of behaviour requiring disciplinary measures, the nature of these measures and the procedures to be followed by school authorities. The code is to be prepared in accordance with guidelines which may be issued by the National Education Welfare Board, which is to be established under the provisions of the Act.

The enactment of this Act, together with the implementation of the Education Act, 1998, will introduce a new legislative framework for dealing with school discipline issues generally and provide an opportunity to update existing guidelines where necessary.

The teacher counsellor project was initiated in 1995 in a number of schools at primary level in the Tallaght/Clondalkin area and in Dublin's north inner city. Teacher posts were assigned to assist in supporting pupils with very disruptive behaviour. Following an evaluation of the project in 1998, the title of the project was changed to the support teacher project and a revised specification for the role of the teachers involved was introduced in January 1999.

These teachers support a small group of primary level pupils who display the most disruptive, disturbed or withdrawn behaviour at any given time. They also have a specific role in supporting the development of school policy in relation to children's behaviour and formulating management strategies for the support of children experiencing behavioural difficulties.

There are no immediate plans to extend the project to schools at second level. Every second school level receives provision for remedial/learning support and guidance counselling within its teacher allocation. In addition, it is open to the authorities of individual second level schools to apply to my Department for a concessionary increase in the approved teacher allocation to cater for particular difficulties and assessed needs within the school. Each such application is considered in the context of available resources and having regard to the existing provision within the school in question.