Written Answers Nos. 101-115
101. Deputy Denis Naughten asked the Minister for Education the figures relating to bullying, substance abuse and the scale of mental issues in primary schools; and if she will make a statement on the matter. [38993/20]
Amharc ar fhreagra102. Deputy Denis Naughten asked the Minister for Education the figures in relation to bullying, substance abuse and the scale of mental issues in post-primary schools; and if she will make a statement on the matter. [38994/20]
Amharc ar fhreagraI propose to take Questions Nos. 101 and 102 together.
While my Department is not responsible for holding the data requested by the Deputy, it does have an important role to play in supporting the wellbeing of all in the school community. My Department’s Wellbeing Policy and Framework for practice has given recognition to the importance of promoting wellbeing in education. It outlines a comprehensive, whole-school approach to the promotion of wellbeing and positive mental health. It focuses on the whole school community, as well as groups and individual young people with identified needs.
The provision of child and adolescent mental health services lies within the remit of the Department of Health, and the HSE specifically. The National Educational Psychological Service (NEPS) works closely with the HSE and its agencies to ensure those who may require the provision of therapy or counselling are referred to the appropriate clinical services for intervention and support.
A key part of wellbeing promotion in any school is In relation to anti-bullying, the Anti-Bullying Procedures for Primary and Post-Primary Schools give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour amongst its pupils. The procedures include specific requirements in relation to the use of prevention and education strategies and the consistent investigation, follow up and recording of bullying behaviour amongst pupils. There is a requirement in the procedures for the School Principal to report regularly to the Board of Management on the overall number of bullying cases and provide confirmation that they are being dealt with in accordance with the anti-bullying procedures. The Board is also required, under the procedures, to undertake an annual review of the school's anti-bullying policy and its implementation by the school. Written confirmation that the review has been completed must be available and published on the school website. There is no requirement for reporting centrally to the Department. My Department's approach in the procedures is that the Inspectorate, as part of its inspection of schools, specifically examine schools compliance with the anti-bullying procedures including the actions taken to create a positive school culture and to prevent and tackle bullying.
My Department is working along with other Government Departments and agencies to support the full implementation of the national drug strategy - Reducing Harm, Supporting Recovery 2017-2025 – participating on both the National Oversight Committee leading and directing on its implementation and on the Strategy Standing Sub Committee on the overall co-ordination and implementation of the strategy actions. My Department participated in the development of the strategy and is leading on a number of actions to build the skills, knowledge and resilience and wellbeing in all of our children so they are equipped to deal with the challenges they face and to enable them to achieve their full potential and be the best they can be.
In 2019, ‘Know the Score’ was launched. This is a resource for teachers of senior cycle students aimed at guiding and supporting them to improve their knowledge and strengthen their skills in dealing with the risks associated with alcohol and drugs. ‘Know the Score’ is the first national evidence-based resource on alcohol and drugs for senior cycle students and was developed in partnership between public health and education professionals, with input from teachers and young people.
103. Deputy Denis Naughten asked the Minister for Education the details of support services available to students, parents and school authorities with regard to mental health challenges; and if she will make a statement on the matter. [38995/20]
Amharc ar fhreagra104. Deputy Denis Naughten asked the Minister for Education her views on whether support services available to students, parents and school authorities are adequate; and if she will make a statement on the matter. [38996/20]
Amharc ar fhreagra105. Deputy Denis Naughten asked the Minister for Education her plans to improve the support services available to students, parents and school authorities; and if she will make a statement on the matter. [38997/20]
Amharc ar fhreagraI propose to take Questions Nos. 103 to 105, inclusive, together.
There are a number of support services provided by my Department to all members of the school community to support wellbeing and mental health. Firstly, I will outline the role of the National Educational Psychological Service (NEPS) of my Department. NEPS provides a comprehensive, school-based psychological service to all primary and post primary schools through the application of psychological theory and practice to support the wellbeing, academic, social and emotional development of all learners. NEPS provides a casework service to schools through the assigned NEPS psychologist. Individual casework service involves a high level of psychologist collaboration with teachers and parents, often also working directly with the child/young person. NEPS may become involved with supporting individual students where the school’s SET team or Student Support Team (in post-primary) feels that the involvement of the psychologist is needed. Psychologists may provide consultation in relation to appropriate therapeutic interventions to be delivered in the school setting and engage in direct work with an individual student as appropriate. This year due to Covid19 some elements of casework service are modified to ensure compliance with public health and your school’s safety measures.
In the event that the need for a more targeted counselling or a specialised intervention is identified by the NEPS psychologist, a referral is made to an outside agency for evaluation and ongoing support. The NEPS psychologist can identify the most appropriate referral pathway and supports school with the onward referral to Child and Adolescent Mental Health Team (CAMHS), HSE Primary Care/Community Psychology teams, or an identified local community based specialist mental health service. Overall responsibility for the provision of child and adolescent mental health services lies within the remit of the Department of Health.
In addition to casework, NEPS psychologists work with teachers to build their capacity. NEPS teams offer training and guidance for teachers in the provision of universal and targeted evidence-informed approaches and early intervention to promote children’s wellbeing, social, emotional and academic development. NEPS psychologists provide a Support and Development service to schools that includes planning meetings, consultation, cluster group meetings and more formal teacher professional learning opportunities which includes teacher professional learning programmes such as the Friends Resilience Programmes and the Incredible Years Social Emotional learning programme. These programmes have been welcomed by schools and their impact positively evaluated. My Department is working to adapt these programmes for online delivery later in the academic year.
NEPS also supports school leaders and teachers to establish and operate student support teams. Student Support Teams are part of the student support system in a school.
At primary level Social, Personal, Health Education (SPHE) is mandatory and it supports the personal development, health and well-being of young people and helps them create and maintain supportive relationships. Since September 2020, the Professional Development Service for Teachers (PDST) Primary Health and Wellbeing team have been providing bespoke (virtual) CPD and support to schools in the following areas; Teaching and Learning in SPHE (including visual arts), Stay Safe Programme, RSE, Anti-bullying (including Internet Safety and Cyber-bullying), Teacher Wellbeing and Restorative Practice. PDST’s Wellbeing support is rooted in the SPHE curriculum.
At post primary level, all students commencing Junior Cycle from September 2017 onwards undertake the area of learning called Wellbeing. Wellbeing crosses the three years of Junior Cycle and builds on substantial work already taking place in schools in support of students’ wellbeing. When planning a Wellbeing Programme, schools can access the NCCA developed short courses in PE, SPHE, and CSPE. Strand 4 of the SPHE short course - My Mental Health, focuses on building positive mental health, examining young people’s experience of mental ill health and learning how to support themselves and others in challenging times. Teachers can access support from the PDST and the Junior Cycle for Teachers (JCT) for these areas of the curriculum. The PDST facilitates a Mental Health 2-Day Seminar each year. Due to the current context, PDST’s Mental Health Seminar has been postponed until 2021. Since September 2020, PDST advisors have facilitated online bespoke in-school support. During PDST’s support engagements, they have supported schools through facilitated dialogue around Junior and Senior Cycle SPHE and RSE.
The Wellbeing Policy Statement and Framework for Practice was published by my Department in July 2018 and sets out the ambition and vision of the Department that the promotion of wellbeing will be at the core of the ethos of every school. The policy describes how schools can best promote wellbeing. The Wellbeing Policy Statement indicates that schools should adopt a whole-school, multi-component, preventative approach to wellbeing promotion that includes both universal and targeted interventions.
Since the policy was published, significant work has taken place to realise the vision set out. A Wellbeing Office has been established in NEPS to support the implementation of the Wellbeing Policy and a Wellbeing Steering Group, oversees the implementation of the Policy. In order to develop the required Continuing Professional Development (CPD) and resources for schools, the Department worked with 30 schools (10 post primary and 20 primary) in an Action Research Project to support the implementation of the Wellbeing Promotion Process. The work was led by the PDST in collaboration with Junior Cycle Teachers (JCT) and NEPS. This findings from this research project will assist the Department in reviewing and planning for the needs of schools and centres for education in relation to wellbeing promotion nationally.
A number of key resources have been made available to schools and further supports will be made available. These include Statements of Effective Practice to guide and standardise the approach to reviewing wellbeing promotion in schools, parent, teacher and student questionnaires and directories of CPD and online support available from the Department, its support services and the HSE in the area of wellbeing
My Department will continue the coordinated implementation of the Department’s Wellbeing Policy over the coming months.
106. Deputy Denis Naughten asked the Minister for Education the training and support available to teachers in primary schools in order to deal with the mental health issues of students; and if she will make a statement on the matter. [38998/20]
Amharc ar fhreagra107. Deputy Denis Naughten asked the Minister for Education the training and support available to teachers in post-primary schools in order to deal with the mental health issues of students; and if she will make a statement on the matter. [38999/20]
Amharc ar fhreagraI propose to take Questions Nos. 106 and 107 together.
There are a number of ways in which teachers are supported to deal with matters relating to wellbeing and mental health. Firstly, I will outline the role of the National Educational Psychological Service (NEPS) of my Department. The National Educational Psychological Service (NEPS) provides a comprehensive, school-based psychological service to all primary and post primary schools through the application of psychological theory and practice to support the wellbeing, academic, social and emotional development of all learners. NEPS provides a casework service to schools through the assigned NEPS psychologist. Individual casework service involves a high level of psychologist collaboration with teachers and parents, often also working directly with the child/young person. NEPS may become involved with supporting individual students where the school’s SET team or Student Support Team (in post-primary) feels that the involvement of the psychologist is needed. Psychologists may provide consultation in relation to appropriate therapeutic interventions to be delivered in the school setting and engage in direct work with an individual student as appropriate. This year due to Covid19 some elements of casework service are modified to ensure compliance with public health and your school’s safety measures.
In the event that the need for a more targeted counselling or a specialised intervention is identified by the NEPS psychologist, a referral is made to an outside agency for evaluation and ongoing support. The NEPS psychologist can identify the most appropriate referral pathway and supports school with the onward referral to Child and Adolescent Mental Health Team (CAMHS), HSE Primary Care/Community Psychology teams, or an identified local community based specialist mental health service. Overall responsibility for the provision of child and adolescent mental health services lies within the remit of the Department of Health.
In addition to casework, NEPS psychologists work with teachers to build their capacity. NEPS teams offer training and guidance for teachers in the provision of universal and targeted evidence-informed approaches and early intervention to promote children’s wellbeing, social, emotional and academic development. NEPS psychologists provide a Support and Development service to schools that includes planning meetings, consultation, cluster group meetings and more formal teacher professional learning opportunities which includes teacher professional learning programmes such as the Friends Resilience Programmes and the Incredible Years Social Emotional learning programme. These programmes have been welcomed by schools and their impact positively evaluated. My Department is working to adapt these programmes for online delivery later in the academic year.
NEPS also supports school leaders and teachers to establish and operate student support teams. Student Support Teams are part of the student support system in a school.
At primary level Social, Personal, Health Education (SPHE) is mandatory and it supports the personal development, health and well-being of young people and helps them create and maintain supportive relationships. Since September 2020, the PDST Primary Health and Wellbeing team have been providing bespoke (virtual) CPD and support to schools in the following areas; Teaching and Learning in SPHE (including visual arts), Stay Safe Programme, RSE, Anti-bullying (including Internet Safety and Cyber-bullying), Teacher Wellbeing and Restorative Practice. PDST’s Wellbeing support is rooted in the SPHE curriculum.
At post primary level, all students commencing Junior Cycle from September 2017 onwards undertake the area of learning called Wellbeing. Wellbeing crosses the three years of Junior Cycle and builds on substantial work already taking place in schools in support of students’ wellbeing. When planning a Wellbeing Programme schools can access the NCCA developed short courses in PE, SPHE, and CSPE. Strand 4 of the SPHE short course - My Mental Health, focuses on building positive mental health, examining young people’s experience of mental ill health and learning how to support themselves and others in challenging times. Teachers can access support from the Professional Development Service for Teachers (PDST) and the Junior Cycle for Teachers (JCT) for these areas of the curriculum. The PDST facilitates a Mental Health 2-Day Seminar each year. Due to the current context, PDST’s Mental Health Seminar has been postponed until 2021. Since September 2020, PDST advisors have facilitated online bespoke in-school support. During PDST’s support engagements, they have supported schools through facilitated dialogue around Junior and Senior Cycle SPHE and RSE.
108. Deputy Catherine Connolly asked the Minister for Education further to Parliamentary Question No. 514 of 17 November 2020, when the next stage of the report will be published; and if she will make a statement on the matter. [39003/20]
Amharc ar fhreagraAs I outlined in the reply of 17 November the Survivor Led Consultation Group is now meeting on a regular basis using virtual technology. A date for the conclusion of the process has not yet been established.
109. Deputy Catherine Connolly asked the Minister for Education the status of the residential institutions redress unit; the membership of the unit; the remit of the unit; the details of all reports produced by the unit; the financial resources allocated to the unit for each year since its establishment; her plans to maintain that resource allocation of the unit into the future; and if she will make a statement on the matter. [39004/20]
Amharc ar fhreagraThe Residential Institutions Redress Unit manages the Department’s response to initiatives for the redress of child abuse in residential institutions. The unit also co-ordinates the reports to Europe on the implementation of the European Court of Human Rights judgment in the Louise O’Keeffe case.
The unit has a staffing compliment of twelve full-time equivalent staff headed by a Principal Officer. The staffing costs are funded from the Department of Education’s salary budget and it is envisaged current staffing levels will be maintained for the foreseeable future.
The unit conducted an eligibility review to see if access to the Funds available to Caranua could be broadened. That report is available on my Department's website on https://www.education.ie/en/Publications/Education-Reports/review-of-eligibility-of-persons-to-access-the-residential-institutions-statutory-fund-caranua.pdf.
The unit would also contribute to corporate publications such as my Department's annual reports.
110. Deputy Catherine Connolly asked the Minister for Education when the dissolution legislation in respect of Caranua will be published; when the heads of the Bill will be published; if the Bill will make provision of the safe transfer of the records of Caranua to an appropriate archive; and if she will make a statement on the matter. [39005/20]
Amharc ar fhreagraI expect to be in a position to publish the General Scheme of the Residential Institutions Statutory Fund (Dissolution) Bill, which will provide for the dissolution of Caranua, shortly.
Caranua's records that are considered to be of archival value will be preserved.
111. Deputy Catherine Connolly asked the Minister for Education if the details will be provided of the urgent issues raised by Caranua with her Department regarding the winding down of Caranua, as outlined in the August 2020 board meeting minutes of Caranua; the ways in which she plans to take responsibility for those issues; the likely impact of those urgent issues on survivors and on the fund; and if she will make a statement on the matter. [39006/20]
Amharc ar fhreagraMy Department is engaging on an ongoing basis with the Board and staff of Caranua to ensure that all issues relating to its wind-down and dissolution are addressed appropriately. As Caranua expects to have made its final funding support payments in December , these issues will not impact on survivors or on the Fund.
112. Deputy Catherine Connolly asked the Minister for Education her plans to deal with outstanding cases and any other necessary transitional arrangements at Caranua; if the funds remaining will meet all outstanding open and current applications; if not, the contingency arrangements in place to meet such liabilities; and if she will make a statement on the matter. [39007/20]
Amharc ar fhreagraCaranua expects that all applications will be finalised in the coming weeks and that all payments will be made from the Statutory Fund
113. Deputy Róisín Shortall asked the Minister for Education if she will address the case of a person (details supplied); if she has engaged with the company on this matter; and the steps she has taken to protect pregnant school staff. [39019/20]
Amharc ar fhreagraMy Department has an enhanced Occupational Health Service (OHS) in place to provide employers with occupational health advice in relation to employees’ fitness for work. Medmark, the current OHS provider has a process in place for school staff with health concerns about their risk of serious illness from contracting COVID-19, through workplace attendance.
A detailed on-line questionnaire is submitted by the employee to Medmark, along with detailed medical evidence to provide clarity with respect to the medical complaint(s) in question. All of this information is reviewed by the OHS specialist occupational health physician, including the combined and cumulative risk that can arise when an employee suffers from more than one health condition. The risk categorisation is comprehensive and follows the same process that is being applied across other sectors. An employee is categorised into one of three COVID-19 risk categories. These are general population risk, higher risk, and very high risk. The outcome of the risk categorisation is governed by the HSE guidance.
Under the current HSE guidelines, a pregnant employee is not deemed to be at very high risk of serious illness from contracting COVID-19, unless suffering from a serious heart condition. A teacher who is well must therefore attend the workplace. The school has a responsibility as the employer to assess the school environment using the COVID-19 Response Plan for the school, to ensure that all the appropriate HSE recommendations for safe school operations during Covid-19 are being implemented in full.
If this, or any other relevant medical matter, is reviewed and updated by the HSE, Medmark will be informed as the occupational health service provider, by the HSE, and will adjust their decision making processes accordingly.
Where an employee considers the OHS ‘COVID-19 Health Risk Categorisation Report’ places him/her in an incorrect risk category, a review can be requested by the employee where Medmark will re-evaluate the medical evidence provided. The employee may provide additional medical evidence as part of the review process.
114. Deputy Paul McAuliffe asked the Minister for Education if the payment for the special transport grant for a person (details supplied) will be released in view of the fact it is overdue. [39031/20]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2019/20 school year over 120,000 children, including over 14,200 children with special educational needs, were transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.
The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
The child referred to by the Deputy is in receipt of a Special Transport Grant under the terms of the School Transport Scheme for Children with Special Educational Needs. School Transport Section has been in contact with the child's parent in regard to making payment of this grant for the 2019/20 school year as soon as possible.
115. Deputy Sean Sherlock asked the Minister for Education if planning permission is required for infrastructure (details supplied). [39032/20]
Amharc ar fhreagraThe building project referred to by the Deputy is being delivered under my Department’s Design and Build Programme.
I am pleased to advise the Deputy that planning permission has been secured for the construction of the required road network. My Department and its Project Managers are engaging with a third party contractor regarding the road network which will have to be constructed by that party in parallel with the schools building projects and both parties will be jointly engaging further with Cork County Council regarding a joint Construction programme as is required under the conditions of the grant of planning permission.
My Department is currently putting in place a Contractor’s Framework to which D&B projects can be tendered. It is intended that the project for the Carrigtwohill campus will be tendered to this framework early in 2021.
