Mr. Frank Hanlon:

As my colleague has said, we need to hear these examples. It is important for us to hear the stories behind the figures. As Ms Cullen has said, we have received the first set of data and it is a case now of looking behind the data and at individual stories to learn why children are on reduced school days, how long they are staying on them and what it should look like into the future. There is a great range of reasons, some of which are quite positive. In many cases, certainly with children with special educational needs, it can be a positive experience for the child to be on a reduced school day, or there can be a very practical reason to be on it. It could be associated with transitioning into a new environment, etc.

Two important points to note are, first, that reduced school days are not about "punishment", which is the word the Senator mentioned. These days are absolutely not supposed to be about that. Second, these days are about short-term interventions. Ultimately, if schools are continuing with reduced school days, it is important from the guidance perspective - I have spoken to Tusla about this - that the schools must have a student support plan in place, must consult the relevant support services, and must look for advice and assistance before it can be considered. It is very important that all of these steps are taken by the school. Reduced school days are now driven by consent. Previously, it may have been the case that schools put children on reduced school days. We have to work with agencies and with the NCSE to ensure that, collaboratively, within the Department, with NEPS and with the inspectorate, we are looking at individual cases and are giving the best supports to these children.