Mr. Clive Byrne:

I wish to make a few brief points. The National Association of Principals and Deputy Principals is the professional association for second level school leaders. We have been on record in promoting the role of school leadership in fostering a climate of tolerance in schools. The NAPD supports inclusive admission policies and school policies. We are very much in support of the Yellow Flag Programme and representatives from our national executive serve on its steering group. It is very important that ways are found to cut down on the experience of discrimination faced by Travellers in school. This does not consist of just bullying and name-calling from students. We must also recognise that among many members of staff there are unconscious biases that could be reflected in low expectations of the Traveller children in our schools. We need to put supports in place for parents. We know the importance of mothers in educational outcomes for their children at second level. We need to put appropriate supports in place for parents so that they can see the value of continued education for their children. We feel that it is vital to have good home-school links at second level, recognising the context and the climate of the school itself as experienced by the Traveller children in attendance. It is vital to highlight the importance of attendance in encouraging achievement and progression. It is important that all students, including Traveller students, experience appropriate curricula and pathways as part of schools' educational offering. Appropriate pathways for the progression of Traveller students must be put in place.

We in the NAPD have articulated our belief that there are too many second level schools and primary schools in the educational system. If schools were amalgamated it would be possible to offer different subject choices and different programmes. These could include arts and music programmes. Moreover, the junior certificate school programme and leaving certificate applied curriculum could be offered in more schools to meet students' particular needs. The experience colleagues have expressed to me in preparing for today's meeting is that students in primary school seem to get on very well in terms of inclusion and all other aspects until fifth class. Issues then begin to arise which can cause literacy and numeracy problems as the students go into first and second year at post-primary level.

Schools are expected to cope with issues of accommodation, mental health and access to supports to prevent suicide. We have to recognise the reality of high levels of unemployment in the sector. It is difficult for schools to be able to do this on their own. The association calls for the restoration of supports for mainstream schools. Funding which has been cut should be made available to schools again to reflect the economic reality faced by parents trying to send their Traveller children to schools. This is particularly relevant to the new initiatives that exist at the moment. Many of the students live in areas without access to broadband or other technology which is regularly used in schools. Children face disadvantages at second level by not having a resource teacher or a visiting teacher for Travellers. Travellers attend all schools, not just those that are part of the delivering equality of opportunity in schools, DEIS, programme. In many instances, the lack of access to home-school liaisons is very important. Good links between the home and the school go a long way to resolving some of the issues. Supports from welfare services such as Tusla are also important. Schools should not have to wait the minimum of 20 days absence before making an announcement or a report to Tusla which can be followed up by the welfare office. I look forward to exploring some of the other points made in my submission, but these are the key points which I feel should be emphasised in this part of the discussion.