Norma Foley (Kerry, Fianna Fail)
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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 and be part of a school environment and culture that feels both physically and psychologically safe.

Aligned with this policy, a number of supports are currently being offered to schools to support wellbeing and mental health.

- 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. To support schools in this work the Professional Development Service for Teachers (PDST) is currently providing training to schools to ensure that the promotion of wellbeing will be at the core of the ethos of every school. Schools will be navigated through an introduction to the Wellbeing Framework and how to use the School Self Evaluation (SSE) process in guiding wellbeing promotion in their schools. These seminars will be supported by two webinars and in-school visits.

- Following the publication by the National Education Psychological Service (NEPS) of guidance for post primary schools on establishing a student support team or reviewing an existing team, psychologists are currently facilitating post-primary schools to improve the Student Support Team process. Student Support Teams are the structure through which key wellbeing and wellbeing-related policies are implemented in post-primary schools.

- NEPS has developed training for school staff on the promotion of wellbeing and resilience in schools which include upskilling school staff on the use and implementation of therapeutically-informed approaches in schools. These include trauma-informed approaches, approaches based on the principles of cognitive behaviour therapy, and attachment-aware approaches. The approaches outlined in the training are based on research findings, on the experience of experts in their fields and on the experience of practicing psychologists working in schools. The training will build the capability of school staff in both primary and post-primary settings, including for school leaders, teachers and SNAs.

- NEPS) will shortly resume the provision of training for school staff on the Friends for Life programmes to help reduce anxiety in children and also the Incredible Years Classroom Management System. Priority will be given to schools new to DEIS.

- NEPS has launched an eLearning course - Responding to Critical Incidents in Schools. This course is aimed specifically at the school’s Critical Incident Management Team, but open to all interested staff.

- NEPS has developed a number of resources to support the wellbeing of children and young people from Ukraine enrolling in schools in Ireland. This includes:

- Revised Guidance for primary and post – primary schools in relation to supporting the wellbeing of children/young people from Ukraine at this time. This includes support for students with special educational needs.

- Guidance for Parents and Carers from Ukraine on Supporting the Wellbeing of their Children

- A model of Psychological First Aid (PFA) to help teachers support students. The document is called Look, Listen & Link.

- NEPS has also delivered a series of wellbeing webinars via the Education Support Centres of Ireland, to further support schools.

The programmes and initiatives set out above are in addition to the educational psychological support that NEPS provide to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to individual pupil casework where there is need. NEPS works closely with the HSE and its agencies to ensure those who may require the provision of therapy or counselling are referred on to the appropriate clinical services for intervention and support.

At post primary level, 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. 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.

While the Department of Health has responsibility for mental health services in Ireland, my Department has an important role to support the wellbeing and positive mental health of all our young people. 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.