Ms Carly Bailey:

We are hearing stories regarding reduced timetables, kids being kept in isolation, restraints and all sorts of things.

One of the main issues is the fact that we do not know. That is the answer. There is no record being kept of, for example, how many children are on reduced timetables. Why is that? Is that in the best interests of the child or is that down to a lack of resources from the perspective of the schools? I was at a meeting of the Children's Rights Alliance recently where there was a discussion about that very issue. A review is being undertaken at the moment. We have been assured by the Minister that the findings of that review are due to be published shortly. It is not clear at this point what the recommendations on foot of that review will be. That is going to require engagement from a number of stakeholders. I see in my own school and in many others across the country that there simply are not the necessary resources or training for teachers in mainstream classes, never mind special classes. The resources are simply not there to be able to help them get ahead of what they would call challenging behaviour. Interventions before a child becomes completely overwhelmed often can be the difference between that child becoming overwhelmed or not becoming overwhelmed but staff do not have the time to be looking out for signs or indications that the child is getting overwhelmed and stressed. It is going to be important, whatever happens, to centre the child if it is in the child's best interests. I am not entirely happy that is always the case at the moment. Schools are, for the most part, doing their absolute best but they are stretched beyond recognition.

I am concerned and worried about the new, front-loaded systems that are being brought in. Many schools and parents are of a similar mind on that issue. It is going to be based on a profiling of the school that does not take into account individual children within the school. That really needs to be looked at. The review itself will be interesting. There is a role for the committee to look at that issue as part of its work to ensure, as I say, the child's interests in terms of what is centred here. We must have a record of what is happening is real time and must not make the whole process completely burdensome in terms of administration for schools. The schools administration system is hard enough and is more difficult now that we have Covid-19 on top of it.

I will talk about the distinctions that have been made between children in special schools and those in mainstream schools. It is not clear why that decision was made. I know this issue splits parents, some of whom feel it is the right thing to do and that there should not be contact tracing unless a child is showing symptoms. It is really important that our children are in school, particular those with additional needs and those who come from more disadvantaged areas. Those children have already been hit more heavily by Covid than most groups. The rationale for making the distinction is not clear. There can be other comorbid issues going on with a child with disabilities and perhaps the Department is concerned that such a child would be more susceptible to illness. The rationale is not there and it would be good to find out what that rationale is. It is also important to talk to the schools and the parents to get a sense of what they feel is the right thing to do here. The problem is that rules are being made by people at the very last minute and loaded onto the schools. The schools are overloaded with information and that makes it difficult for a school to make a case as to why that is perhaps not the best way of doing things. I hope the committee can have a look at those things, can see whether we can tease those issues out further and make the situation better if we need to. I hope that answered all of the questions the Senator asked.