Mr. John Curtis:

The question on data is very interesting. We need to get more concrete data in some of these areas. We do not have figures on grinds for maths but the Deputy is right that there is a propensity for grinds in certain subject areas. Maths and some of the STEM areas might be in there.

With regard to teaching qualifications and teacher supply, geographical inequities are beginning to emerge on this and we need to be conscious of them. We are really struggling in Dublin. I have a number of schools, and I am sure Mr. Irwin is the same, that have had to take some STEM subjects off the timetables this year because teachers are not available. We have concrete examples of this. This is the big concern we have as practitioners on the ground.

We absolutely accept that the STEM initiative is great. We need to do more work on it. Underpinning this is the fact that as we listen, and even as we speak about it ourselves, we are thinking about teacher supply and the difficulties we face. Some changes have taken place in recent years that will help us. We are moving more and more towards four-year concurrent degrees whereby people do their teacher training within a four-year programme. This is shorter than a six-year cycle, and there are also financial implications. We have seen changes in this area in recent years. The Department has developed certain programmes whereby teachers can upskill in particular areas, of which physics is one. We are looking at some issues. There are no easy answers.

There is a fundamental issue that has been bothering me. We are coming out of Covid and our schools faced challenges in that time. We are seeing anxiety levels among students becoming increasingly more pronounced than they were five years ago. If we are bringing in STEM subjects and changing the culture of a school we will really need the help of mediators on the ground, such as guidance counsellors, to be able to speak to students, guide them and lead them. Unless we have room, time and resources for this type of intervention some programmes, such as the STEM initiative, may fail. We do not like to come in here to speak about resources all the time but because of the levels of what I will not cause depression but more ongoing anxiety among students, and because of the challenges we face in implementing some of these programmes, I ask the committee to look at guidance provision and help us with it. That would make all our lives an awful lot easier.