Thomas Pringle (Donegal, Independent)
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477. To ask the Minister for Education and Skills the number of psychologists in the National Educational Psychological Service by county; the number of schools per psychologist; the waiting times and lists for assessment by school, in tabular form; and if she will make a statement on the matter. [4301/21]

Norma Foley (Kerry, Fianna Fail)
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In relation to the Deputy’s question I can clarify that NEPS psychologists are not, per se, assigned by county but work within a regional and local office structure serving the needs of schools in their immediate vicinity. NEPS is organised on an eight-region structure with each region led and managed by a Regional Director. Currently there are 23 regional and local offices providing service to schools within their catchment areas. Regional Directors report to the NEPS Director.

NEPS provides an educational psychological service to schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA). NEPS psychologists are assigned schools based on a weighting process which takes into account school size, DEIS status, gender mix, numbers of special classes and geographical spread and equating roughly to a 5,000:1 pupil to psychologist ratio. Depending on local school size and distribution, the number of schools an individual psychologist may be allocated can be within a range of 12 to 40.

Current Whole Time Equivalent (WTE) numbers of psychologists assigned to each region:

NEPS does not maintain waiting lists but, in common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.

This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.

I would advise if there are concerns in relation to the educational development of any student that these should be raised, in the first instance, with the Principal of the school he/she is attending, with a view to the Principal discussing the situation with the assigned NEPS psychologist or local NEPS office.