Bríd Smith (Dublin South Central, People Before Profit Alliance)
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484. To ask the Minister for Education and Skills if she will acknowledge the significant impact that the Covid-19 pandemic and public health restrictions have had on young persons' mental health; if she will respond favourably to secondary school students' requests for the provision of a counsellor to schools to help address the mental health and emotional issues during and post public health emergency; and if she will make a statement on the matter. [25874/21]

Norma Foley (Kerry, Fianna Fail)
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Covid-19 has had a major impact on our daily lives and we have all had to adjust and adapt in the face of significant challenges. It is important to note that experiencing short term anxiety related to COVID 19 is seen as a normal reaction to abnormal events. My Department recognises that we are likely to see a variety of responses amongst students ranging from excitement and happiness to worry and anxiety, which are normal responses to unprecedented events. Normalising feelings by communicating that we have all struggled with aspects of the latest school closure and school reopening, will help to create a safe environment for students. The National Educational Psychological Service (NEPS) of my Department is very mindful not to pathologise worry and anxiety related to Covid 19. Some students may experience short-term anxiety related to COVID 19 and some students may have longer term mental health issues which may be impacted by school closure and Covid 19. The response to support the well-being of all within school communities during the pandemic required a structured, psychosocial response which is compassionate and largely preventative and proactive.  This requires a whole-school team approach to planning in order to ensure that staff, students and parents feel safe and secure.  This response is aligned with the HSE guidance on such responses, and based on the five key principles of promoting a sense of safety, calm, connectedness, self- and community-efficacy and hope.  NEPS has issued guidance to schools to assist those who might be anxious and materials are available on the gov.ie website site. NEPS continues to deliver a psychological service to schools within the context of public health advice.

There are a number of ways in which students well-being is supported in schools. A Student Support Team is a student-focused mechanism put in place by a school in order to co-ordinate the support available for students in the school and to facilitate links to the community and other non-school support services. NEPS provides support to post primary schools in the setting up or review of Student Support Teams.

Counselling is a key part of the role of the Guidance Counsellor, offered on an individual or group basis as part of a developmental learning process, at moments of personal crisis but also at key transition points. Guidance allocations for all schools were increased in the 2020/21 school year. The Guidance Counsellor also identifies and supports the referral of students to external counselling agencies and professionals, as required. Each post primary school currently receives an allocation in respect of guidance provision, calculated by reference to the approved enrolment.  The total number of guidance counsellor posts in the school year 2020/21 is 852.  

Those with longer term mental health issues which may be impacted by school closure and Covid 19 will require ongoing specialist clinical support/ intervention.  The Department of Health has responsibility for the provision of counselling services in Ireland, and through HSE Primary Care Psychology and Child and Adolescent Mental Health Services (CAMHS) provides clinical support to children and young people with mental health needs.  In addition, the HSE and its funded providers, provide e-mental health services that offer online text and telephone supports to people seeking mental health information and advice.  My Department has built strong links with the Department of Health and both Departments are exploring ways to improve supports for young people, including around increased awareness, promoting help-seeking behaviour and sign-posting to the wide range of available services.  Work will continue to collectively explore ways of improving supports for children and young people.

Cormac Devlin (Dún Laoghaire, Fianna Fail)
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485. To ask the Minister for Education and Skills if field trips are permitted for senior cycle students; the advice she has circulated to schools on the issue; and if she will make a statement on the matter. [25907/21]

Norma Foley (Kerry, Fianna Fail)
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The Department has published guidance for schools that provide various teaching and learning approaches, including bringing students outdoors and to local amenities to enhance learning, promote physical activity and help positive well-being.

Decisions in relation to educational trips are a matter for each individual school authority and it is the responsibility of each school authority to ensure that appropriate safeguards are in place while students are participating in school trips and that all such activities are in line with public health guidelines. However, schools are encouraged to minimise the use of buses for school tours this year, to keep it local and avoid long trips. 

There are a number of subjects that traditionally involve field work such as Geography, which contains an element of geographical Investigation which allows students to experience the practical application of the core geographical skills that are central to all units of the syllabus including physical, regional, human and economic geography.

This may involve undertaking a field study or an investigation which may also be a desk based research. This year’s investigation topics include a study of changing land-use, impact of migration, a local environmental issue, geology in a local area, impact of economic activity and impact of erosion on the landscape. The collection and gathering of information for each of topics may involve gathering data outside the school setting vis-à-vis a field study, surveys, questionnaires etc. Alternatively, data may be collected using primary and secondary data available from journals, databases, government departments, published reports etc. The extended completion date for 2021 Leaving Certificate Geography course work was 23 April 2021.

For other year groups that may involve school trips, particularly for those students in TY, the Department has advised of the importance of the opportunity for strengthening peer relationships and connections. Bonding activities are an important part of the TY programme, provided they adhere to health and social distancing guidelines. In this context, outdoor activities merit consideration, within the public health guidelines.

Róisín Shortall (Dublin North West, Social Democrats)
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486. To ask the Minister for Education and Skills when a school (details supplied) in Dublin 11 will be provided with the promised Covid-19 resources; the reason for the delay; and if she will make a statement on the matter. [25910/21]

Norma Foley (Kerry, Fianna Fail)
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The Government published the Roadmap for the Full Return to School, along with details of a financial package of over €375 million to support the implementation of the measures in the roadmap, following approval by Government.

The range of supports being made available to all schools in the free education scheme include additional financial supports to provide for cleaning and hand hygiene costs under the COVID-19 response plans.

The first and second instalments of the PPE and enhanced cleaning grant issued to all schools, including the school referred to by the Deputy, in August 2020 and January 2021 respectively.

My Department is currently finalising the arrangements to pay the third and final instalment for the 2020-2021 school year with a view to issuing same to schools shortly.

Also included in this financial package was additional funding of €130m paid out as enhanced Minor Works Grants in order to provide operational supports to primary and post primary schools to allow them to fully and safely reopen in a sustainable way while minimising risks associated with COVID-19. These grants issued in August and December 2020 and the school referred to by the Deputy received their grants in full.