Maureen O'Sullivan (Dublin Central, Independent) | Oireachtas source

I dtosach, is maith an deis í atá againn labhairt faoi leanaí agus daltaí scoile agus na fadhbanna agus na deacrachtaí atá acu. Tá sé dearfach go bhfuilimid go léir ar an leathanach céanna mar bhí mé ag éisteacht leis an díospóireacht ó mo oifig. Gabhaim aitheantas chuig Fianna Fáil agus chuig an Teachta go bhfuil an deis seo againn inniu. I acknowledge the teaching and ancillary staff, the home-school liaison, the guidance counsellors and the principals who support their students - not only those coming from bed and breakfasts, hubs and hotels but all pupils who present with a wide range of issues regardless of whether those issues are anxiety, depression, suicidal ideation, a tendency to act out violently, pregnancy, self-harm and addiction along with those with special needs, Traveller children who have difficulties and those children living with parents in addiction or in prison. They are issues that in the past would be more associated with second-level schools but are now presenting at primary level. That is the reality for many of our schools. Staff must deal with very significant pressures in the middle of a changing educational environment where there are more demands relating to governance not only for principals but also for staff. They involve paperwork, policies, plans and the constant revision of policies not to mention the extent of the circulars that come from the Department. This, of course, is particularly difficult for teaching principals.

So there is no doubt that as the motion suggests, there are particular issues for children coming from emergency accommodation. We know they cannot bring a friend over. There are no sleepovers and there is no personal space for homework. Sometimes there are difficulties in travel from the accommodation to the school. Parents do not want to change the school. There are difficulties with attendance and most importantly with nutrition because we know the lack of real cooking facilities means an over-reliance on takeaways and fast food leading to further increases in childhood obesity.

Then there is the difficulty these children face in keeping up with sports and extracurricular activities. We know that the more stable the background, the more progress in education. I acknowledge the extra supports many schools have put in place for these children. I know from my constituency, Dublin Central, that the after-school clubs, the homework clubs and the youth clubs are also providing support. While it is very important to look at the needs of those who are vulnerable and in emergency accommodation, we cannot forget about the needs of those children coming into school from very unsuitable accommodation and overcrowded accommodation, from homes where the parents have problems with addiction or are in prison. I wish to mention the specific needs of children in the north inner city whose lives have been affected by the feud. Again, it is the schools and the clubs that are picking up the pieces and providing the supports.

There are some very practical and modest steps in this Private Members' motion to ease the burden of living in emergency accommodation: a small amount for additional services; the July education programme; and more resources for home school liaison. Again, my experience of home school liaison from the north inner city is the phenomenal amount of work the officers do. They also work with foreign national children, whose parents in many cases do not speak English and are trying to navigate their way through bureaucracy. Equally, there is the work of the guidance counsellor.

I have already mentioned circulars. I see that one of the recommendations is for another circular to be sent to the schools, but I think the schools themselves could write that circular from their own experience of working with children coming from emergency accommodation and unsuitable accommodation. I do not want to forget any child who is coming into school from such poor accommodation because that is also having a massive impact.

I wish to mention another issue facing schools. I chair a school board of management and I was taken aback at the most recent board meeting to have received a letter from the National Council For Special Education. It went through the various options currently available: mainstream schooling with additional supports; placement in a special class within a mainstream school a reduced pupil-teacher ratio; or a special school setting. The letter included details on special classes, and I acknowledge the genuine tone of the letter in referring to ensuring "a continuum of educational provision" for children with special educational needs. The letter asked the board to consider establishing one or more special classes in our school. The next paragraph stated that when a special class is sanctioned, the school may be eligible for enhanced capitation, specialist staff training may be available and students may be able to avail of the school transport system. There is a need to replace the word "may" with that of "shall". The letter outlined other arrangements. In this case, unless I am going to be given a massive grant to put another floor on the school, there is no way we can take on extra classes.

There are practical and logical steps to make the burden of living in emergency accommodation less detrimental. It is important that we have the statistics in this regard and that we know exactly where the needs are in order that resources are directed there. Ultimately, however, it is about resolving the housing problem because then we would not have this issue.

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