Richard Bruton (Dublin Bay North, Fine Gael)
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87. To ask the Minister for Education and Skills if she will consider taking an initiative along with the Ministers for Children, Equality, Disability, Integration and Youth and Rural and Community Development to develop a strategy to promote the concept of a campus on which early childhood needs, education and other community needs could be accommodated a measure which might require her Department to rethink the expectations of education patrons; and if she will make a statement on the matter. [13471/22]

Norma Foley (Kerry, Fianna Fail)
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My Department has historically funded a number of pre-school services in schools in areas at particular risk of disadvantage and social exclusion.  Outside of these initiatives, schools themselves are free to decide if they wish to make their facilities available for the running of early learning and care and/or school-age childcare services, and my Department understands that some schools do so. Any decision to make school facilities available lies with the relevant Trustees/ Property owners having regard to the requirements of the school, staff and students.

The policy of my Department is to support the use of school premises and facilities for community, recreational, education-related and other relevant purposes where possible. It is recognised that schools play an important role in their wider communities and many schools make their facilities available outside of school hours for a variety of different uses and users. In 2017 guidance, which was developed in consultation with school authorities, on the use of school buildings outside of school hours was published.

This guidance includes information which school authorities should consider in the event that they receive an application for the use of their school in connection with a pre-school. Where that proposed use may take place within schools hours consideration has to be given to the impact on the capacity of the school to meet its requirements including special education provision. Therefore where a school is considering the letting of part of its property as a pre-school or creche they must first seek the approval of the Minister. In addition, where schools enter agreements for the use of their facilities it should include a condition that the agreement may be terminated should the facility be required for education provision.

A copy of this guidance is available on my Department's website. My Department plans to undertake a review of these guidelines. As part of this review process my Department will consult with relevant stakeholders, including representatives of schools and other government Departments.

Gary Gannon (Dublin Central, Social Democrats)
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88. To ask the Minister for Education and Skills if she will report on the recommendation from the Joint Committee on Education to provide emotional counselling and therapeutic supports on site in all primary and secondary schools; and if she will make a statement on the matter. [13534/22]

Norma Foley (Kerry, Fianna Fail)
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While the provision of child and adolescent mental health services lies within the remit of the Department of Health, and the HSE specifically, the Department of Education has an important role to play in supporting the wellbeing and mental health of our young people. The Department’s Wellbeing Policy and Framework for practice has given recognition to the importance of promoting wellbeing in education.  The approach set out in the Wellbeing Policy is a whole school and preventative approach which has multiple components that include providing children and young people with opportunities to build core social and emotional skills and competencies, experience supportive relationships within the school setting, be part of a school environment and culture that feels both physically and psychologically safe. It is important that all children and young people feel a sense of belonging and connectedness, that their voice is heard, and they feel supported. Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs.  Embedded in the whole-school approach is the recognition that members of the school community may have different needs at different times and that a continuum of support in relation to wellbeing should be made available. A broad range of supports, resources and professional learning opportunities are being provided to support schools to promote and support wellbeing and resilience.    The National Educational Psychological Service (NEPS) of the Department provides a comprehensive, school-based psychological service to all primary and post primary schools through the application of psychological theory and practice to support the wellbeing, academic, social and emotional development of all learners. NEPS provides its service to schools through casework and through support and development work for schools.

The Department – through NEPS, Student Support Teams, Guidance Counsellors and other services - will continue to signpost schools and students to the HSE/HSE-funded e-mental health services. The 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.  We will continue to collectively explore ways of improving supports for children and young people.