Paul Kehoe (Wexford, Fine Gael)
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266. To ask the Minister for Education and Skills further to Parliamentary Question No. 249 of 19 January 2023, if the information requested in the original question will be provided; if not, if the information is not known to her Department; and if she will make a statement on the matter. [3927/23]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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I would like to thank the Deputy for the question and would like to advise the following.

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide. The NCSE have advised my Department that they do not collect data on the number of students who have places in special classes for children with autism who are currently refusing to attend school.

If a student is experiencing difficulties in relation to their special education setting, Special Education Needs Organisers (SENOs) remain available to offer advice and assistance to parents and schools. SENO contact details can be found on the NCSE website at: ncse.ie/regional-services-contact-list

The NCSE has advised that there are sufficient special class places available to meet the current need for the 2022/23 year and that there are a small number of vacancies in some classes at present

In terms of planning special class/school provision, SENOs engage with schools and with parents on an ongoing basis in order to identify where additional special class places may be required. Parents seeking special class or special school places for their children are advised to make contact with the NCSE so that their needs can be taken into account in planning specialist provision and for updated information on placements in existing and newly established special schools/classes.

Non-attendance at school, where a suitable place has been identified, and where the child is not registered as being home educated, would generally fall within the remit of TUSLA - the child and family agency.

TUSLA Education Support Service (TESS) do not collect data on students with special educational needs who are not regularly attending or presenting with emotionally based school avoidance at a special school or in a special classes. Once any student is enrolled in a school, even if they are not attending regularly, the school cannot remove the child from the roll until alternative arrangements are made for the education provision for that child. As such they cannot arrange for other students to take up a place of child who attend irregularly. For any child who is not attending school regularly, or is presenting with emotionally based school avoidance, a plan should be put in place with relevant parties to address the issues that are causing the non-attendance with a view to improving attendance.

TUSLA Education Support Service (TESS) operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. The Education (Welfare) Act 2000 covers all children between 6 to 16 years of age. This is the compulsory school-going age. The Act defines a child as“a person resident in the State who has reached the age of 6 years and who— (a) has not reached the age of 16 years, or (b) has not completed 3 years of post-primary education, whichever occurs later, but shall not include a person who has reached the age of 18 years”.

TESS has three strands including the statutory Educational Welfare Service (EWS). TheEWS works with children and families who have difficulties in relation to school attendance, participation and retention. Its primary role is to ensure that every child either attends school regularly or otherwise receives a certain minimum education; to ensure and secure every child’s entitlement to education. Educational Welfare Officers (EWO) work with families and children in a child-centred way to overcome barriers to their school attendance, participation and retention. The EWS also works closely with schools, educational support services and other agencies to support school attendance and resolve attendance problems for the benefit of children and families.

Schools are obliged to maintain records of students’ attendance and are required to refer cases to TESS when they have a concern about a child’s attendance or when a school intends to expel a student.

Psychologists from the National Educational Psychological Service (NEPS) can support school communities with Emotionally Based School Avoidance management at all stages of the Continuum of Support. Teachers may consult their NEPS psychologist should they wish to for advice.

NEPs is currently finalising guidance which will provide schools and parents with an overview of Emotionally Based School Avoidance and best practice in supporting children and young people to overcome it. The guidance from NEPS encourages schools to use a four stage problem solving model to identify the problem, gather information about why it may be happening, plan supports for children and young people who experience Emotionally Based School Avoidance and review the outcomes of implementing these supports.

My Department supports a whole school approach to wellbeing which is outlined in the Wellbeing Policy Statement and Framework for Practice. This whole school approach to wellbeing leads to a reduction in risk factors and an increase in protective factors, leading to better outcomes for all. Good practice for promoting emotional wellbeing and positive mental health also applies to Emotionally Based School Avoidance.