George Lawlor (Wexford, Labour)
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476. To ask the Minister for Education and Skills if she plans to review the current policy of her Department which does not allow for grade repetition unless there is an academic reason (details supplied); and if she will make a statement on the matter. [25727/25]

Helen McEntee (Meath East, Fine Gael)
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The primary school curriculum is designed as an eight-year course, including a two-year infant cycle followed by six years in standards from first to sixth, with pupils progressing to the next grade at the end of each school year.

The Department's policy in regard to the retention of pupils in primary schools is set out in Primary Circular 32/03 ‘Retention of Pupils in same Grade in Primary Schools’ (link available: assets.gov.ie/15376/27b5fe97641e4ea7b137bfd125bb5e4b.pdf). It is not intended to review this policy at the current time.

Under the Department’s policy, children should only be allowed to repeat a year for educational reasons and in exceptional circumstances. Circular 32/03 recognises that in exceptional circumstances a school may conclude a pupil would benefit educationally by repeating a grade level having first consulted with the class teacher, special educational needs teacher as appropriate, and parents. In such circumstances there should be a clear programme outlined for such a pupil that records precisely what new approach will be used for the pupil and what its expected benefit will be.

The Department supports pupils' progression in schools through providing resources under various schemes for schools. The level of provision available should enable pupils to make progress in keeping with their needs and abilities, and to move consecutively through the different class levels in the school along with their peers.

The Department of Education’s approach to supporting wellbeing and mental health is set out in its Wellbeing Policy Statement and Framework for Practice. This approach is founded on research and best international practice in relation to how schools can best support the wellbeing and mental health of children and young people. The approach proposed 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
• Providing children and young people with opportunities to experience supportive relationships within the school setting and to learn through those relationships
• Providing children and young people with opportunities to be part of a school environment and culture that feels both physically and psychologically safe, an environment in which children and young people feel a sense of belonging and connectedness, in which they feel 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.