John Cregan (Limerick West, Fianna Fail)

I am pleased to have the opportunity to make a brief contribution to this important debate. I wish to refer to the four terms of reference set in place for the task force. It was asked to examine the issue of disruptive students' behaviour as it impacts on teaching and learning, to consider the effectiveness of strategies currently employed to address this issue, to advise on existing best practice, both nationally and internationally, in fostering positive student behaviour and finally, to make recommendations on how best to promote an improved climate for teaching and learning in classrooms and schools.

The task force was set up in February 2005, not because student disruption was at a crisis level in our schools but because the Minister anticipated the work of the task force would be a consolidating influence in contributing to the orderly and harmonious patterns of behaviour that characterise the majority of second level schools. The Minister wants the work of the task force to help provide a basis of support and guidance for those schools that are troubled by persistent indiscipline.

The task force began its work by inviting, by public advertisement, submissions from interested individuals and groups and over 150 were received. The task force prioritised collaboration with the partners in education as a guiding feature of its work. It held 19 plenary sessions in 2005, at which each of the partners in education took part. This process of consultation with the education partners has provided an opportunity for all of the major stakeholders in our education system to be intimately involved in the work of the task force and to inform its final report and recommendations.

I welcome the fact the task force delivered its interim report in June of last year. In the context of that report, it should be stressed that while there was serious concern about disruption levels in some schools, there was also very encouraging and positive evidence that the majority of students in the school system are engaged, compliant and well behaved. In considering the effectiveness of the strategies currently employed by schools, a range of measures and variables is at work. Chief among them are the quality of school personnel, the culture and ethos of the school and the structure and supports in operation.

On the issue of the continuous professional development of teachers, departmental commitment was clearly demonstrated by the budget allocation for in-service training for the current year of almost €27 million. This represents an increase of 15% on last year. The leadership development for schools service provides professional development for school leaders at primary and post-primary level. The National Educational Welfare Board has commenced work on developing guidelines for schools on codes of behaviour, as provided for under section 23 of the Education (Welfare) Act 2000. A working group on student councils has recently completed very valuable work and has produced much material, including a website to support schools in the establishment and operation of effective student councils.

The post-primary curriculum currently provides a variety of programmes designed to meet the needs of a diverse cohort of students. It includes the junior certificate programme, transition year and the leaving certificate programmes, applied and vocational. The Department provides a variety of support services which assist schools in developing and implementing school plans and policies in support of the delivery of subjects such as social, personal and health education and civic, social and political education. All second level schools receive a quota of hours to provide guidance and counselling to their students. The National Educational Psychological Service is a support service to schools for individual students who encounter difficulties. Under the delivery of equality of opportunity in schools, a continuing emphasis should be placed on the development of effective transfer programmes by building on the existing work of the community liaison system and the school completion programme. Other areas, such as extending access to guidance counselling and student councils, will also be facilitated through the action plan.

The interim report suggests that promoting positive behaviour in schools depends on a number of factors including the following: effective and visionary leadership, professional development of teaching skills and methodology, a broad and balanced curriculum that motivates and raises self esteem, access to a range of in-school activities, co-operation between schools and parents, access to a range of behavioural supports and provision for a minority of students of supports not ordinarily available in mainstream classrooms.

Personal behaviour is important and we encounter it in many walks of life, whether in driving behaviour or behaviour in schools. People must be responsible for and take account of their behaviour. I am glad we have a Minister who is a former teacher, a caring person, who is well briefed and keen to ensure our children get the best possible education with the supports and grant-in-aid put in place. Our teachers have a difficult and stressful job and by and large do a good job. I commend the Minister on her work in this area.

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