Ms Anne Tansey:

One of the points from the Deputy concerned changes to the leaving certificate. In NEPS, we are mindful of the level of stress that students experience relating to examinations and the leaving certificate as it is. We are cognisant of that and try to introduce changes mindful of well-being and that would increase support for well-being. Elements we consider important in this regard include the idea that any changes should increase a student's ability to stay calm and regulated while feeling he or she can manage. It is about feeling a sense of efficacy, while being able to manage demands. Any changes should increase a sense of feeling connected with school and being included with the school environment. The students should also have a feeling of optimism and hope for the future through whatever changes would be introduced.

In considering that, what is often cited in the context of stress is the nature of the terminal examination for many of the subjects in the leaving certificate.

The feeling or perception is that the outcome of that exam determines people's life trajectory or certainly the next steps in their progression. This can provoke anxiety and undermine optimism. We can assume the removal of the terminal exam or a move towards continuous assessment, as has been rightly pointed out, would reduce stress and levels of anxiety but this probably would need to be managed, as has been said. We need to be very careful that we do not replace one approach that is stressful with another approach that is equally stressful but maybe the stress is over a longer period of time. Any changes such as this probably need to be managed very carefully.

In the same vein, we suggest ensuring that there is a range of pathways to progression available to students, that they are communicated carefully and clearly and that students are aware there are several pathways to progressing their education. This is important in terms of efficacy, reducing stress and maintaining calm and regulation. I take the point on this and I agree with it.

A question was asked about counselling and the provision of emotional counselling in schools. At previous meetings of the committee, we have spoken about how the Department of Health has responsibility for the provision of counselling services in Ireland. They are provided through HSE primary care psychology services and CAMHS. The services are provided in the community and not in a school-based setting. Children and young people can access them through the referral pathways to the HSE services. We have been working very closely with the Department of Health during Covid to ensure there is clear communication about the pathways to these services.

The HSE has increased the provision of electronic mental health services. Text and telephone supports are available through a range of service providers that are funded by the Department of Health, including Jigsaw, SpunOut and Bodywhys. The Department has increased the capacity of these services to support children and young people. In the Department of Education we have NEPS. In this regard, it is important to note an individual service is provided to up to 8,000 individual students every year. All of the casework support we provide has a component of well-being within it. We support students. We also support teachers to understand and respond to the behaviour of students using a trauma-informed lens or an attachment-aware lens. We are trying to support schools to put in place interventions to support students with identified difficulties, including those with social and emotional challenges.

We have a range of supports and continuous professional development for schools in this regard. NEPS is rolling out workshops on the promotion of well-being and resilience. They will commence at the beginning of 2022. We hope to have workshops that will draw on the knowledge we have of adverse childhood experiences and trauma-informed approaches. These workshops will be accessible and available to all teachers throughout the country through an online platform. They will commence early next term. In addition, guidance counsellors, students support teams, NEPS psychologists and year heads in schools are trained and supported in signposting the services available through the HSE to support the emotional well-being of children and young people.