Síle de Valera (Clare, Fianna Fail)

I am glad to have this opportunity to express my support for my colleague, the Minister for Education and Science on the manner in which she has approached the issue of student behaviour in second level schools.

I disagree with the negative tone of Deputy Enright's speech. Concentrating on the separate provision for students who do not fit, so to speak, does not accurately reflect the tone of the interim report of the task force. The interim report accepted that although there was serious concern about disruption levels in some schools, there was also encouraging and positive evidence that the majority of students in the school system are engaged and enthusiastic.

The Minister established the task force on student behaviour not because student disruption is at crisis level but to ensure that we can spread examples of best practice and working solutions more widely. The development of the right policies and supports will be based on the true position reflected by those working in the system. The Minister has indicated her clear intention of acting on this issue in a measured and effective manner. To this end, a provision of €2 million was secured in the Department's budgetary allocation even before the task force had delivered its final report, which clearly signals the Minister's intention to act upon this report.

She has prioritised improvements in training and support services for teachers, greater access to leadership development for school principals and the provision of more guidance counsellors. Continual professional development for teachers has benefited from the provision of nearly €27 million this year, an increase of more than 15% on last year. Training available to school principals has been prioritised through a major expansion of the leadership development for schools service. This recognises the positive impact that leadership can have in promoting a positive school climate conducive to learning and teaching. This initiative will be further developed in the years ahead.

The Government will continue to ensure that the voice of students within their schools continues to be enhanced. The supports already provided through the working group on student councils demonstrate this commitment. Many schools have found that giving students a say in school decision making helps to create a spirit of partnership between students and staff, which contributes to the development of a positive environment in schools.

The Minister has demonstrated her determination to enhance the guidance function in schools through her announcement in April last of an extra 100 guidance teachers for the current school year. Under the new action plan for disadvantaged schools, DEIS, 200 schools will receive enhanced guidance and supports. Under DEIS, a continuing emphasis will also be placed on the development of effective transfer programmes. This will build on the existing work of the home-school-community liaison scheme and the school completion programme. Other areas, such as extending access to guidance counselling and student councils, will also be facilitated though the action plan. These are real and concrete improvements which will be supplemented by specific actions to be taken in response to the recommendations of the report of the task force.

The Government is committed to reform of the school curriculum and, where necessary, to make it more relevant and ensure it meets the needs of today's students. The Department already provides a variety of support services such as the school development planning service and the second level support service. These services provide schools with assistance in developing and implementing school plans and policies. Support services also support schools in the delivery of subjects such as SPHE and CSPE which teach students about respect for themselves and others.

The National Educational Psychological Service is also available as a support to schools for individual students who encounter difficulties. NEPS works with principals, guidance counsellors, resource and learning support teachers and members of the pastoral care team in developing effective responses to the problems causing and caused by disruptive behaviour.

Regarding section 29 of the Education Act, Deputy Enright seems to suggest that we should make it easier for schools to expel students. It has always been the Department's position that expulsion should be a means of last resort. The Department has consistently enhanced the supports available to schools to support this position. In some instances expulsion will be warranted and the statistics on appeals over the past three years support the view that where it is a last resort, the decision of the school will stand up to scrutiny and challenge.

I confirm the Minister's commitment to ensuring that the necessary measures are put in place to support schools in dealing with the issue of student behaviour and discipline and reaffirm her intention to publish the report and set out an intended approach to implementation in a few weeks.

See this speech in context