Terence Flanagan (Dublin North East, Independent)
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522. To ask the Minister for Education and Skills the steps she is taking to increase awareness of young carers in the education system, so as to ensure that young persons who are under pressure, with caring responsibilities at home, are fully identified, and supported in school; and if she will make a statement on the matter. [7816/15]

Jan O'Sullivan (Limerick City, Labour)
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I can inform the deputy that my Department promotes no process specifically targeted at this group of students but adopts a holistic and integrated approach to supporting the work of schools in promoting positive mental health and to identifying and supporting those with a broad range of problems, be they behavioural, emotional or social.

The processes span the curriculum in schools, whole-school ethos, quality of teaching, learning and assessment, student support and pastoral care and the provision of professional development for teachers. It also involves other supports such as educational psychological services and guidance and counselling services, and the interface with other agencies, both nationally and locally. Schools also engage in a wide range of sport and cultural co-curricular activities which provide an important opportunity for students to experience success and personal growth.

Social Personal and Health Education (SPHE) is a mandatory part of the curriculum in primary schools and in junior cycle since 2003 and is designed to promote positive mental health. It is supported by comprehensive teacher guidelines and curriculum support services which provide training and advice for schools and a resource directory. The Department has also issued guidelines to schools on the development of whole-school policies in the areas such as anti-bullying, relationship and sexuality education, substance misuse, managing critical incidents, whole-school guidance planning etc. which are also important in promoting positive mental health

I can also inform the Deputy that my Department produced and distributed for second level schools in 2013 the Well-being in Post-Primary Schools: Guidelines for Mental Health Promotion and Suicide Prevention and I with my colleague, Minister Kathleen Lynch launched in January of this year the Well-being in Primary Schools – Guidelines for Mental Health Promotion.

The guidelines were developed, following a process of wide consultation, by a working group with representation from Teacher Education Section/Inspectorate, SPHE Support Service, National Psychological Service (NEPS), Department of Health and the Health Service Executive/National Office for Suicide Prevention (NOSP).

The Guidelines are for all members of the school community, boards of management and in-school management teams who play a central leadership role in mental health promotion. They will also be useful for parents' associations, student councils, health and other personnel who are seeking an understanding of how to work in and with schools. The Guidelines provide practical guidance on how schools can promote mental health and well-being and school connectedness in an integrated way. The Guidelines also provide evidence-based advice on how to support young people who may be at risk. Information is also provided relating to accessing support from external agencies and support services.

The key to successful implementation of these Guidelines lies in taking a coordinated whole-school approach. This involves building and integrating school self-evaluation processes, implementing the Social, Personal and Health Education (SPHE) curriculum, developing the whole-school guidance plan, adopting the National Educational Psychological Service (NEPS) continuum of support, and building effective inter-agency relationships.

The key strategic actions for positive mental health promotion that school personnel can undertake to promote well-being in post-primary schools are :

- Developing and maintaining a safe and caring environment within the school where a sense of belonging and connectedness is fostered

- Building positive teacher-student and student-student relationships to promote participation, social interaction and pro-social behaviour

- Actively involving young people and their parents/guardians in developing and implementing school policies to support mental health and health promotion

- Adopting a whole-school approach to health promotion, where health is promoted by all and not just a few members of staff

- Supporting and implementing a well-planned, consistent and integrated SPHE/RSE curriculum to enable young people enhance their coping, resilience, communication, conflict resolution, and problem-solving skills

- Developing a whole-school systems and structures to support the early identification of young people experiencing social, emotional, behavioural or learning difficulties

- Actively involving, supporting and encouraging young people's participation in extra-curricular activities

- Fostering a whole-school ethos that accepts and values diversity within the student and staff population

- Providing easy access to information for students and staff on supports available to them within the school and wider community

- Facilitating access to continuing professional development for school staff on the promotion of the mental health and well-being of young people.

I hope this clarifies the issue for the Deputy.