Mr. Andy Pike:

I thank the committee for the invitation to address members today. Fórsa is the largest public service trade union in Ireland. We represent the special needs assistants working in primary, post-primary and special schools. SNAs have been working in our schools supporting students with additional needs for many years, during which time the role of the SNA has expanded and developed. SNAs in 2025 are a diverse, skilled and increasingly professional workforce providing support and care to tens of thousands of students with additional needs. The recruitment and retention of SNAs is of critical importance to our schools, just as SNAs are a critically important support for students. This support enables them to have a full and inclusive educational experience alongside their peers.

In 2020, Fórsa launched the #RespectforSNAs campaign to secure greater recognition of the role and the value SNAs bring to our schools and to the student experience. When discussing the lived experiences of SNAs, we found that the staff group as a whole felt unrecognised, undervalued and disrespected both within their schools and also within the Department of Education and Youth. SNA members cited the fact that the minimum educational qualification required on appointment had not been reviewed or changed since 1979 and was still set at a requirement for three D-grade passes in the then junior cycle. They also highlighted that most SNAs had on their own time and at their own expense successfully achieved a QQI level 6 qualification. The failure to recognise the academic achievements of SNAs was demoralising and symptomatic of the lack of recognition and respect afforded to them. SNA members highlighted the absence of any structured professional training for SNAs and contrasted this with provision for teachers in the same schools.

The insecure employment of SNAs was another deeply felt concern for our members. Each year, the National Council for Special Education, NCSE, publishes SNA allocations and each year SNAs wait anxiously for the allocations to be published to find out if they still have a job in the forthcoming school year. Members questioned why SNAs were not permitted to discuss the needs of students with parents or guardians given that they were the staff working so closely with the students every day. They felt that they were not trusted or valued enough to even transmit or provide feedback on day-to-day issues that might help the student and also help teachers. SNAs felt excluded from school life and did not believe they were seen as equal members of the school community. They said that they were seen as unqualified and untrained staff and were not treated with respect.

SNA terms and conditions were seen as being inferior to those of teachers in many respects, such as no study leave, inferior illness leave, inferior maternity provisions and more besides. Every SNA we spoke to resented the manner in which school employers were using their 72-hour obligation to compel SNAs to undertake work unrelated to the needs of their students - often trivial and demeaning work. SNAs were rostered for these hours even when no appropriate work could be found. Some schools seemed to believe that ignoring the clear provisions of national circulars on this issue was acceptable. It was not, and it remains an issue of concern for all our members, who have no objection to carrying out work that benefits students or improves the service available within the school. Cleaning, gardening, washing cars and cleaning out fishtanks are all examples previously cited to this committee of the inappropriate work foisted upon SNAs. In post-primary schools, SNAs were compelled to attend the school in June even when no students with additional needs were due to attend. Again, demeaning and inappropriate work was and is foisted on SNAs. This practice causes a genuine sense of grievance as teachers are not required to attend the school in June if there are no students on the premises.

SNAs were also concerned that local recruitment practices were often not transparent, with no central oversight of the selection process. Fórsa secured a commitment to review and renegotiate the national SNA contract in 2021 as part of the prevailing public service pay agreement. Discussions on the new contract have been slow and not enough progress has been made. Several outstanding items have yet to be addressed, including the following issues. Health and safety leave for pregnant SNAs is capped at 21 days, whereas similar health and safety leave for teachers is not capped. The SNA occupational injury arrangements are far inferior to those under the scheme recently agreed for teachers. Commitments to apply the same terms for SNAs and teachers have simply not been met. The SNA assault leave scheme continues to cause concern due to the inappropriate criteria that precludes an SNA from obtaining any assistance following an injury at work while working with students unless the injury is described as an assault. In many instances, injuries that arise while working with a student are accidental and SNAs do not feel in any way comfortable filling in the required documentation declaring that the student with whom they work daily has assaulted them. Teachers no longer have to go through such a process. SNAs remain locked out of the same occupational injury benefits.

Fórsa also has claims pending for parity with teaching colleagues in respect of a range of leave entitlements listed in the submission. While progress on renegotiating the national SNA contract has been very slow, Fórsa acknowledges that the forthcoming special needs assistant workforce development plan is intended to address many of the issues SNAs have highlighted over recent years. We compliment the Department of Education and Youth on the constructive approach taken in discussions with Fórsa and also with many other stakeholders that have participated in the process. The workforce development plan needs to deliver genuine changes to the way SNAs are viewed, valued and treated within schools. It must recognise and acknowledge the vital role SNAs carry out and redefine the role setting out the value SNAs bring in assisting and supporting students. We believe that for the first time, SNAs should be acknowledged for the significant input they have in supporting student learning and development, not least by facilitating students accessing the curriculum. Heretofore, the role of the SNA has been described as solely limited to meeting the physical care needs of students. Discussions thus far indicate that the Department is ready to recognise that while meeting care needs is an essential component of the role of the SNA, it is not their only function. They have a role in supporting teachers and assisting students with learning and development. If this change is made, it will greatly enhance the standing of SNAs in schools and increase respect for their role.