Mr. Ian Power:

I thank the Deputy for the question. It is a really important one in that we often talk about symptoms and issues experienced by young people but we do not get to the root cause of why those emotions are manifesting. There is a fundamental issue with the structure, particularly in our post-primary system, in that it is designed for one learning style. Students who find that learning style difficult because it is not their natural style of learning are stigmatised and made to feel as though they are failing in the system rather than the system failing them. Talking to young people in Youthreach centres around the country, the reasons they give for having left formal education involve not feeling that the curriculum is designed for their learning style. They will also describe the mental health issues that stemmed from that were not supported in the school environment either. We need to look at how we introduce vocational education opportunities for young people earlier. They do it in the UK. I welcome the move towards more continuous assessment. That is really helpful for lots of students. There are also really good examples of how young people can get involved in vocational education opportunities that will see them earn while they learn and really thrive.

The other piece for me is basic needs, which was touched on by the Deputy. If we consider the numbers of young people who are living in poverty or at risk of poverty, programmes like the free school meals are extremely important when it comes to providing an opportunity for young people to have their needs met in a school environment. There is also an issue relating to those young people's identity. They are different in some way. Perhaps they are struggling with their sexuality or coming from a community that is new to Ireland. We need to do more in school environments to create a culture of celebration of difference rather than focusing on elimination of discrimination. When we talk to young people - they will often reach out to our texting service and we also hear from them in Spunout action panels - the bullying, othering and ostracisation that can happen really affect their identities and experiences, not just in the 13 to 17 age range but into young adulthood and often into adulthood. While we are all talking about services that can intervene and support young people and build them back up, which is incredibly important, the fundamental causes of all of these issues need to be addressed and the education system is uniquely positioned to do that.