I thank the Deputy for his comments and I too wish everyone well over the next couple of weeks. An estimated 25% of students, or approximately 240,000 children and young people, have special educational needs. While the majority are supported successfully in mainstream settings by their class teacher, special education teachers, SET, and special needs assistants, SNA, as necessary, there remains an increasing need for special class and special school places for children with more complex needs. The parents notify process has played a key role in forward planning, supporting the delivery of 584 new special classes, the establishment of four new special schools for the coming 2026-27 school year and expanded capacity in existing special schools. The National Council for Special Education has verified that some 7,860 children and young people who were notified to them by 1 October 2025 are eligible for a specialist place for the 2026-27 school year. The NCSE continues to work with families where children have come forward since then, to secure appropriate placements. NCSE data indicates there is sufficient overall capacity to meet identified demand. However, the Department recognises that places may not always arise in a preferred school or locality. The NCSE is actively engaging with these families to identify suitable placements. Approximately 7,000 of the 7,860 students have a diagnosis of autism and, given there are generally adequate places for students with other diagnoses, the focus is on new places for children with autism. NCSE data shows that approximately 75% of those who came forward by 1 October are already enrolled in school. As in previous years, students without a school place are prioritised for access to specialist placements. My Department receives regular updates on placements and the Minister of State, Deputy Moynihan, meets the NCSE every week. I have regular engagement with the NCSE and the Minister of State met its representatives as recently as yesterday to monitor progress.
Sentiment score: 0.36
There is weekly engagement with the NCSE. Since January, 584 special classes have been sanctioned for the upcoming school year. That includes 68 inclusive classes. Of the 584 new special classes, 378 are being established in primary schools and 206 in post-primary schools. This brings the total number of special classes sanctioned to date to over 4,300. The NCSE continues to work with families and schools on this. As we know, there may be more children throughout the year who will need specialist placements. The NCSE is working proactively with them in relation to that.
Sentiment score: 0.22
A huge amount of work is being done on securing specialist places, be it in special classes or special schools. We are far ahead of where we were this time last year. We had a budget for 400 special classes. I got increased funding in March of this year. We are ahead in relation to forward planning. There are now 584 special classes allocated. This is far more than any previous years because of the parent notify system, on 1 October. I brought that forward again this year. This enabled the Department to forward plan even better for when I go into budget negotiations for September 2027. A huge amount of work is happening with the Minister of State, Deputy Moynihan, and me. There is sufficient overall capacity to meet identified demand. There is a pathway for children to receive a specialist place or supports within mainstream settings. As I have said, about 25% or approximately 240,000 children and young people have special educational needs and the majority of them are supported in mainstream settings but the focus and priority will be on children who do not have a place and are coming into the primary school system or moving from primary to post-primary, for example.
Sentiment score: 0.25
As Minister for Education and Youth I am committed to supporting the workforce in the youth sector to deliver high-quality youth work and non-formal developmental opportunities for young people. Action 7 in Opportunities for Youth: National Strategy for Youth Work and Related Services 2024-2028, commits to developing a workforce development strategy in respect of the youth sector. This is to include consideration of training needs and the requirement for high-quality, accessible and inclusive youth work services and opportunities. The Department has engaged extensively with youth workers and managers in youth organisations and is aware of the recruitment and retention challenges being experienced in the sector. This engagement included completion of a workforce survey and employer questionnaire. These were followed by 11 regional, in person and online consultations. The data captured from the consultation period will inform the development of the strategy. Important data from the consultation include: the high level of job satisfaction in the sector; learning and development opportunities; the challenging recruitment and retention environment; the varying youth worker pay scales; different contract types; and details on average and median youth worker pay. Profile data on youth workers was also captured, including their qualifications, length of employment, age range, gender and ethnicity. It is important to highlight that this is the first time this information has been sought and received from the youth work sector. It is important to highlight that this is the first time this information has been sought and received from the youth work sector and that will establish critical baseline information for us for the development of the strategy. To support the development of the workforce development strategy, a workforce advisory group will be established. My Department is working in partnership with the National Youth Council of Ireland to agree the role of this group, including its membership. It is intended for the advisory group to have its first meeting in September.
Sentiment score: 0.36
I thank Deputy Farrelly. I would be very happy to receive that information. It would help our data collection and make sure we are getting a really good picture of the youth work sector across the country. The work that has been under way within the Department is to try to get that profile, to really understand our youth work sector and to get feedback from them. The first advisory group will have its first meeting in September and the terms of reference of that group will be finalised once the group is established. My Department is working in consultation with the National Youth Council of Ireland to agree the role of that group. The workforce survey data will be shared with the workforce advisory group in the first instance to inform its work in overseeing the development of the strategy. The workforce data will also accompany the strategy in the publication. So, it will be published. While the subject of the pay and conditions of the sector has been raised through consultations, they will not directly form part of the strategy. As the Deputy knows, youth workers are not employed by my Department. They are not public servants and funding is allocated on the provision of service spaces to meet the needs of the youth population in an area. The employment of the staff, including youth workers, is a matter relevant for youth organisations and services.
Sentiment score: 0.18
It is very fitting that youth has moved into the Department of education. It is a good fit. I have met with many youth organisations across the country since I was appointed and they seem very happy with the formal education and the informal education. I have witnessed the huge expertise on the ground. This is the data we want to collect and there is a willingness there and an appetite for training as well. As the Deputy knows very well, it is so important we have the right skill set in our youth services across the country, dealing with children and young people and with trauma, and making sure we have the best, which we do, and that workers are accessing the training they require. For example, in response to some of the calls from the sector, a bursary initiative was established in June to support eligible youth workers and youth work managers to undertake the three-year MA qualification in community and youth work, part-time, in-service programme in Maynooth University. Also, the workforce advisory group will regularly update the nation youth sector reference group, which is also currently being established. That group will include representatives from across the youth sector, including academics and youth representatives, and will support a balanced and transparent input from across the wider sector.
Sentiment score: 0.42
This Government is committed to improving staffing levels in primary schools and supporting the recruitment and retention of teachers. According to the latest published data from November 2025, there were more than 97% of allocated primary teaching posts filled. Teacher numbers at primary level have increased by almost 6,000 since 2019 and now stand at the highest level ever recorded at over 43,400. The Government is investing a record €14.1 billion in education and schools through budget 2026. This record level of investment has enabled significant progress in tackling educational disadvantage and supporting children and young people with special educational needs to achieve their full potential. Funding has been provided for 860 additional special education teachers across special schools and mainstream settings, together with more than 1,700 additional special needs assistants. Budget 2026 also includes an additional €48 million full-year investment across both the DEIS strategy and the DEIS plus scheme. That provides more teaching positions and more staffing and supports for schools as well. That DEIS programme will benefit approximately 30,000 children and young people attending DEIS plus schools as well as one in four children across schools in the DES programme. Under the programme for Government, there is a commitment to reduce the general primary pupil-teacher ratio to 19:1 over the lifetime of the Government and to introduce targeted measures for schools with very large class sizes. This builds on substantial progress already made. The primary staffing schedule has improved from an average allocation ratio of 26:1, five years ago, to 23:1 for the current school year, which is the lowest ever at primary level. Average class sizes have fallen from 24.1 to 22.2 pupils, while the overall pupil-teacher ratio improved from 15:1 in 2019-2020 to 12.8:1 in 2023-2024, which is comparing favourably with the OECD average levels.
Sentiment score: 0.39
It is an absolute commitment in the programme for Government to reduce the pupil-teacher ratio over the lifetime of the Government. The Deputy will appreciate I cannot announce anything here in the Dáil. I have to go into negotiations in relation to the upcoming budget. In the past ten years there has been a five-point improvement to the primary staffing schedule. In 2015, teachers were allocated to primary schools at a general average of 28 pupils for every one teacher. This is now reduced to 23:1. Lower thresholds are in place for DEIS urban band 1. That includes DEIS plus schools. We have 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively. A three-point reduction in retention thresholds assists schools in retaining existing staff. As the Deputy knows, there are over 43,000 teachers employed in our primary schools. This is an increase of over 9,000 teachers at primary level in ten years. I understand the importance of ensuring that every child gets access to their special education teacher and all of the supports required. That is obviously ongoing work with me and the Minister of State, Deputy Moynihan, in the context of this upcoming budget. I hope to put in place more measures to support our schools right across the education sector.
Sentiment score: 0.21
There is a number of issues here, such as the staffing appeals criteria. The numbers going into primary schools are reducing and our population bulge is in post-primary. That is a reality of the way trends are going. There is a staffing appeals circular, set out in Circular 0025/2026, and it includes specific appeals for small-school enrolments in the previous October, involving projected enrolments, accommodation difficulties and where there may be language support. The primary staffing appeals board operates independently of myself and the Department. Mainstream appeals posts are allocated provisionally on the basis of the school achieving the required appointment and retention figures in the coming September rather than the previous September. The appeals board considers the circumstances of the school in deciding if a teaching post is warranted a year ahead of the normal staffing arrangements. The appeals board held meetings in May and June and it will meet again in October. Schools will be notified of the closing date for applications to appeals boards in early September but I take the Deputy's overall point in regard to the pupil-teacher ratio.
Sentiment score: 0.02
The National Parents Council, NPC, is the representative body for parents of children in primary and post-primary education. It serves as an important channel of communication between parents and my Department. Annual funding is provided to support its work, including €765,782 in 2025. The National Parents Council represents parents’ views on education policy, curriculum reform and educational resources, ensuring that parental perspectives are reflected in policy development, implementation and decision-making. The NPC is on the primary and post-primary education forums, which support the planning and sequencing of change across the school sector. The National Parents Council is also a key stakeholder of the National Council for Curriculum and Assessment, NCCA, and its advisory structures, ensuring that parents’ perspectives inform curriculum development and related resources across early childhood, primary and post-primary education. In addition, the NCCA facilitates parental participation through surveys, written submissions, consultation events and focus groups. It represents parents on a wide range of Department-led groups, including those relating to special education, senior cycle redevelopment, DEIS, anti-bullying procedures, student and parent supports and disability participation and consultation. The NPC is also on the convention on education, ensuring that parents’ views are reflected in national discussions on the future direction of education in this country. My Department has also engaged with the National Parents Council on the development of the Education (Student and Parent Charter) Bill. I met with the National Parents Council in March of this year. In addition, both the parents council and individual parents may raise concerns directly with me and my Department regarding the curriculum, educational resources and other education matters. This direct engagement helps ensure that parental views inform policy development and decision-making at national level.
Sentiment score: 0.28
I do not know exactly what the Deputy is asking me in relation to the Department of education. I do not know if it is a book used in schools but, so the Deputy understands how it works, in regard to schools that use textbooks or other teaching and learning resources, that is a matter for the individual school. Decisions around materials are made at a whole-school level. Textbooks are commercially produced and my Department does not endorse publications, products or services from individual, commercial or other providers. Any concerns regarding material included in specific textbooks should be raised with relevant publishers. From an education point of view, I have absolute confidence in our teachers. There is a huge amount of training and supports. We have Oide, which has in-service days. We have curriculum reform and a huge amount of consultation and training happens around that. It is always age-appropriate and I think schools are very well aware of any issues that parents may have and parents may come and talk to schools directly. We have a very good track record in relation to that.
Sentiment score: 0.19
I will repeat it for the Deputy. In regard to our schools, I come from a teaching background myself. I do not know exactly what the Deputy is inferring in relation to the education system.
Sentiment score: 0.00
I have not read that book but what I can tell the Deputy in relation to our education system is that, be it social, personal and health education, SPHE, or relationships and sexuality education, RSE, there is a huge amount of consultation between schools and parents. With regard to the NCCA as our curriculum is developed, there is huge amount of consultation. Our teachers are so well trained in this country to make sure that when they are engaging in SPHE, for example, they are ensuring that all of our children are in a safe and supported environment within our schools and that any lessons are age appropriate. Where parents have concerns, they can approach and contact their schools. I know of cases where parents will reach out to schools and where schools will actually hold information nights for parents in advance of, for example, a SPHE lesson so that they were very aware of what their children are going to be taught in relation to any particular sensitive area but it is always age appropriate. We always have to make sure that our schools are inclusive, that we support our young people and that they feel safe and supported.
Sentiment score: 0.42
The Government is investing a record €14.1 billion into education and schools through budget 2026. This record level of investment has allowed the Government to invest in tackling educational disadvantage and supporting those with special educational needs to achieve their full potential. It has enabled huge investment in the school buildings programme, in curriculum reform, in school leadership and in continuous professional development for teachers. Under the programme for Government, there is a commitment to aim to reduce the general pupil-teacher ratio at primary level to 19:1 over the term of this Government and introduce targeted measures in schools with very large classes. This will build on the progress that has been made by the previous Government. The general average of pupils to teachers in the primary staffing schedule improved from 26:1 five years ago to 23:1 for the current school year. Average class sizes in primary schools have improved from 24.1 to 22.2 through the investment we are making in schools. The Department’s primary staffing schedule is the key factor for determining the level of staffing resources provided at individual school level. This school year, the primary staffing schedule operates on a general average of 23 pupils to every one teacher, which is historically the lowest ever ratio of pupils to teachers at primary level. More favourable ratios are implemented for DEIS urban band 1 schools. The numbers employed in our schools have now reached the highest ever level. Teacher numbers at primary level have increased by almost 6,000 between 2019 and 2025. This has led to a steady improvement in both the pupil-teacher ratio and in average class size statistics during this period. I am very conscious of the primary staffing schedule and the need to prioritise teacher allocations in primary schools. I am considering how best to make further progress as part of the annual budgetary process in reducing the primary pupil-teacher ratio in the context of that programme for Government implementation.
Sentiment score: 0.25
Where we can, we give guidance and I know schools are very well aware of this. They do this well themselves so that where possible, the more junior classes would have a lower class size. Where there are higher numbers in some classes in many schools, one will find other classes within the school that would have lower numbers to accommodate for that earlier, so that the junior classes would have lower class sizes where possible but I hear the concerns highlighted by the Deputy. I am very aware of our commitment in the programme for Government on this. Prior to 2016, teachers were allocated to primary schools at a general average of 28 pupils for every one teacher. In budget 2016, we improved that ratio by one point at 27:1. In budget 2018, we further improved it by one point to 26:1 and in 2021, we improved it by a further point to 25:1. In addition, there has been a three-point reduction in the retention schedule and that schedule assists schools that would otherwise be at risk of losing teaching posts, so this measure helps to better ensure teacher retention in primary schools while also ensuring that fewer pupils are required to retain or to recruit a teacher.
Sentiment score: 0.30
We have more favourable ratios as part of our DEIS urban band 1 schools. The Deputy heard me announce the DEIS schools earlier this year, so there are measures for children and students who are most at risk of educational disadvantage. We have been reducing the pupil-teacher ratio incrementally over the years and that is something I want to continue over the lifetime of this Government but, as the Deputy can appreciate, I cannot go into detail on any budgetary decisions because I have yet to have my meetings with the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation. I have to look at the whole of the education budget, making sure that we are supporting children with educational needs, reducing the burden on our leadership teams within our schools, because I hear those concerns around burnout very clearly, and looking at ways of listening to the stakeholders on what we could do to ease the pressure on our schools so they can focus more on teaching and learning, which is what they are all there to do, notwithstanding the administrative necessities required in our schools.
Sentiment score: 0.15