Ms Anjelica Foley:

Gabhaim buíochas leis an gCathaoirleach, na Teachtaí Dála agus na Seanadóirí. Táim thar a bheith sásta a bheith anseo inniu chun meabhairshláinte a phlé. Anjelica Foley is ainm dom agus is mise an t-oifigeach leasa d’Aontas Daltaí Iar-bhunscoile na hÉireann. The Irish Second-LeveI Students’ Union, ISSU, is the national representative body for second-level students in Ireland. Our core aims are to provide a collective voice for second-level students and to fight for a fair education system that values each individual and allows them to reach their full potential. Access to adequate and integrated mental health supports in schools and throughout the education system are crucial to allowing students to achieve their full potential. The ISSU is fully committed to working alongside stakeholders to find solutions to the issues students face. It is in this spirit that I am before the committee today.

As we are all keenly aware, the Covid-19 pandemic has had a catastrophic impact on students’ mental health. While schools are no longer closed and mask-wearing is no longer enforced, the repercussions and aftershocks of the Covid-19 pandemic are still being felt by many students around Ireland. This is not the only challenge students face. There are countless other factors that affect their mental health and students' mental health is undoubtedly suffering in an increasingly online world. If we are to provide adequate mental health supports for students we must also investigate the causes of mental health difficulties among students. Students' lives can be stressful enough outside of school, but the fact of the matter is that our education system is actively damaging students’ mental health. The reformed junior cycle has developed a more holistic approach to education. The recently released draft social, personal and health education, SPHE, short course curriculum is evidence of this. Recently, Department of Education inspectors found that only one in five schools timetable SPHE at senior cycle. As per our submission, the ISSU recommends the creation and integration of modules within the SPHE curriculum in both junior and senior cycle to educate students about dealing with both their own mental health and how to support their peers.

Year after year, the leaving certificate and the CAO cause immense anxiety and stress among students. In 2016, the United Nations Committee on the Rights of the Child made "a very strong recommendation" for reform of the leaving certificate, citing the severe stress it places on students’ mental health. The role of guidance counsellors in helping students has not gone unnoticed; as outlined in our submission, we recommend the introduction of a direct referral route for guidance counsellors when a student avails of one-on-one counselling and the provision of funds to schools to introduce an on-site psychologist.

A persistent stigma surrounds mental health in Ireland, particularly among boys and young men. It is crucial, therefore, that student engagement and peer support be improved to further support the mental health needs of young people. Initiatives such as Jigsaw's One Good School programme engage students as partners in the creation of a better environment for mental health in their school communities. Further development of such programmes must happen in collaboration with students to ensure the student voice is represented.

Furthermore, it is important to acknowledge schools and places of education are often the first port of call when addressing any mental health difficulties a students may have. To this end, it is vital we invest in early invention and at the same time introduce mandatory mental health training for teachers and all school staff during their initial training. This is important in ensuring we have a proactive whole-school approach to mental health.

Unfortunately, as with many other educational issues, mental health does not affect all students equally. Students from the Travelling community, students of colour and those from other minority groups, including the LGBTQIA+ community, are at a much higher risk of developing severe mental health difficulties. Alongside further mental health training, we must introduce mandatory anti-discrimination training to tackle the increased prevalence of mental health difficulties among students from minority groups.

Currently, mental health supports in schools are far from perfect. Some students will require mental health supports outside their schools. Increased investment in pre-existing services to expand capacity is therefore vital. Students going through a mental health crisis should not be placed on a months-long waiting list to access services. We recommend an independent report and review of CAMHS and better integration of mental health supports between the Departments of Health and Education.

I welcome any questions the committee may have.