Ms Angela Corcoran:

I thank the committee for the opportunity to speak today on the important topic of current and future plans for the recruitment and retention of special needs assistants, SNAs. The SNA workforce plays an integral role in delivering a high-quality and inclusive education for children and young people with special educational needs. Every day, SNAs provide essential support in recognised schools by enabling students with significant care needs to access the curriculum and participate fully in school life. The number of SNAs has increased annually to meet the needs of students in primary, post-primary and special schools across the country. Budget 2025 provided for 1,600 SNAs, the largest number ever allocated, which will bring to over 23,000 the number of SNAs in our schools. This is a 40% increase on SNA supports since 2020, reflecting a strong policy commitment by the Government to inclusive education. In budgetary terms, the SNA service represents one of the largest and most consistent investments ever made in supporting children with additional needs.

The National Council for Special Education, NCSE, is responsible for managing SNA allocations, which are notified to schools annually. From 2026 onwards, it is intended to align the release of SNA allocations with the release of annual staffing schedules, which include mainstream and special education teachers, to schools. This normally happens in early February each year. This will allow schools to better plan for their teaching and care needs in a timely manner. It also provides certainty and assurances to affected staff of their future school placements by allowing the SNA redeployment processes to conclude as appropriate. Annual staffing schedules generally issue to schools in February of each year.

Our education system does not have a difficulty with recruitment or retention when it comes to SNAs. Available data and stakeholder feedback indicates SNA courses continue to attract students, schools can fill vacant SNA posts, candidates are coming forward and SNAs are choosing to remain in their roles. The service is operating effectively and children are being supported. Recognising the importance of this growing workforce, as part of a broader expansion of special education supports, the Department established a dedicated SNA workforce development unit in 2022. The objective is to ensure that sufficient time and attention is given to examination of the SNA role and any reform or development required. The SNA workforce development unit is working to conclude the first special needs assistant workforce development plan, which is scheduled to be submitted for the Minister’s consideration shortly. It is envisaged that the plan will introduce policy developments that will bring clarity and direction to the SNA service. It includes consideration of how best school communities and SNAs can work together to ensure that both are supported to provide the most effective service to children with significant care needs in our schools. The plan is being developed in consultation and collaboration with stakeholders including SNAs, school management bodies, unions, schools, parents and children.

One of five pillars to the plan, pillar 4, which relates to SNA recruitment, retention and diversity, is particularly relevant to today’s discussion. A working group comprising relevant stakeholders has considered related matters. While recruitment and retention are not a challenge at present, our focus must be on sustaining this trend through appropriate actions for inclusion in the SNA workforce development plan. Work on a SNA redeployment scheme to be delivered by the National Council for Special Education is under way. It will ensure that competent, knowledgeable and experienced SNAs are retained in our schools when their role is no longer needed due to reasons such as fewer students, reduced care needs or demographic changes. In addition to providing greater job security for SNAs, this will also build capacity in the workforce and enhance the service provided to students and schools.

The role of the SNA requires professional expertise and knowledge across a range of topics, including behaviour, communication strategies and best practice to support children with complex care needs. Access to high-quality training and ongoing professional development ensures that SNAs can continue to build their expertise. It also signals to them that their role is valued and professionalised. Pillar 3 of the SNA workforce development plan will establish an SNA learning and development programme. Actions under this pillar will complement the national training programme for SNAs currently delivered by Atlantic Technological University, which more than 3,800 SNAs have completed to date. The Department of Education and Youth funds this course, which is delivered free of charge to serving SNAs.

Effective recruitment and deployment of SNAs is critical. As their employer, schools need support and guidance to ensure that SNAs are recruited and deployed consistently. When deployed well, SNAs complement the work of teachers and contribute directly to the inclusion of children. Supporting principals and boards of management with good practice in recruitment and deployment remains a priority for the Department and the NCSE.

Increased job security through the SNA redeployment scheme, a structured learning and development programme and support for schools in effective deployment of SNAs will support recruitment and retention. In turn, it will support an inclusive education system where every child with additional needs can participate in school life fully, equally and with dignity.

I thank the committee and I look forward to our discussion.