Rónán Mullen (Independent) | Oireachtas source

Cuirim fáilte roimh an Aire agus roimh Chathaoirleach an choiste, an Teachta Kehoe.

As a member of the education committee, I am very glad that this report is before the House. As we see talk of the removal of restrictions in the coming months I hope that we take the opportunity to look back on all aspects of how the pandemic was handled, particularly the impact of Covid-19 on the education system. While much of this report is, by its nature, specific to Covid, many aspects will continue to be relevant in a more general sense into the future. I refer, for example, to the digital divide, equitable access to learning technology, the issue of cyberbullying in schools and the structure of the leaving certificate, which the committee has looked at and is looking at. These are all issues that will require our attention on an ongoing basis into the future.

I am glad to see that the report explicitly mentions that NPHET has stated that schools should remain open even during a full level 5 lockdown. I welcome the recognition that there is a cost to restrictions. I mean that decisions made in terms of them must balance this cost against their benefit.

The report recommends an update to the 2013 anti-bullying procedures to include guidelines for addressing homophobia and transphobia. It was an eye-opening experience to listen to accounts of bullying suffered by students in schools and in the online spaces where students share their lives. I refer to the module that we did on bullying. However, I would caution against being overly specific when it comes to enumerating the pretext for bullying for two reasons: first, because it varies from situation to situation; and second, because it can end up giving the impression that there is a hierarchy of concern. This is an issue that should always be driven by student welfare and not by the prevailing politics of the time. Let me give an example. The education committee heard that there is evidence that people are being bullied because of their religious commitment or affiliation. There is some evidence of that which has come forward. I do not want to see a culture where people suddenly see themselves as victims of bullying. I want to see a culture where there is zero tolerance of bullying. I want to see schools being supported with strategies that apply to all sorts of pretexts for bullying, whether it is a person's physical characteristics, perceived sexual orientation, religious commitment, nationality or whatever it is. The more specific we get, the more we risk saying to some groups in society that they are less important or the problem they might have is less important than the problem somebody else has. I caution strongly against that. We need to focus on new areas where bullying takes place or new contexts for bullying, and cyberbullying pre-eminently. We must take account of the fact that from time to time there will be different types of pretexts for bullying but what is important here is to give schools the resources and the strategies that will apply to any kind of bullying. I say that because the fundamental idea is that what we are here to do is promote a culture of equal respect for each person. It does not matter what the pretext for bullying is. It is a general strategy against bullying of any kind that we always need to keep the emphasis on.

There has been much discussion recently about changing the culture and showing respect to people. That acknowledges a truth that acts of violence or targeted attack, verbal or physical, do not happen in a vacuum and instead are a product of a culture that has not instilled a sense of the inherent dignity of every man and woman, and fails to instil a respect for that dignity. We must rediscover the golden rule to treat others as one would like to be treated oneself. That rule has to be front and centre. I would love to see a move towards bringing about a culture of respect and honour among peers in our schools, and I think that the schools are already doing great work in that area. I mean that the idea of carrying out an act of bullying would be seen to be always something out of the question and beyond the pale of respectability, regardless of any traits, perceived traits or difference in the other person.

In a related vein, the report recommends the provision of "emotional counselling and therapeutic supports" for all primary and secondary schools. The mental health of all people has had more attention paid to it over the past years than ever before, and the health of our children is of the utmost importance. Much of this rising awareness has to do with the rising prevalence of mental health issues. More and more young people experience problems with their mental health than ever before. Perhaps in the same way as with the issue of bullying, we would be well served by taking a step back and asking ourselves why this is happening and what the causes are. As I asked in an earlier debate today, we rightly champion and celebrate the ways in which society appears to have improved over time but are there questions that we need to ask ourselves about how society and culture has disimproved? We need to be very honest and analytical about that.

It is vitally important that those who need targeted help in the area of mental health receive it, and schools will certainly have a role to play in providing this for their students. At the same time, it would be prudent to investigate what can be done to foster and encourage lifestyle choices that may lead to fewer people requiring such targeted services. I say that because we know that our mental health is well served by many things, including getting enough sleep, exercising regularly, limiting time spent on screens and using digital technology, having a balanced diet, engaging in physically and mentally engaging hobbies, and having close personal friendships, etc. This needs to be seriously emphasised across society. Of course, students are very important vectors for the facilitation and encouragement of those goods.

The idea of the digital divide, and the different levels of access to technology, or IT devices, across schools and families, will only become more pressing as time goes on. There is an increasing prevalence of blended learning, with online teaching forming a part of the teaching and learning process. That had to be the case during Covid. It is good in many ways but risks leaving behind those students who cannot engage in such learning for various reasons. Sometimes the reasons are economic or familial, or relate to their social circumstances. Sometimes there are personal reasons. We must be aware that blended learning can be a blessing and a curse. While it will take some amount of Government expenditure to address the digital divide and furnish disadvantaged students with devices to access online learning, for example, we must go there. I feel that there are few better ways to spend Government funds than to ensure every child can receive an education.

Lastly, as we look to the future, the experience of the past two years of the leaving certificate has raised questions about its format and how that can be improved. The committee will produce another report on that very topic.It has been interesting to hear the ideas put forward by witnesses and I look forward to seeing what changes could be made. As bizarre as it may sound, we need to take advantage of the opportunity that Covid-19 has presented, for all the ills it has brought to us and our society.