Ken O'Flynn (Cork North-Central, Independent Ireland Party)
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625. To ask the Minister for Education and Skills her current position on gender identity education in primary schools, in light of statements made by the former Minister for Children (details supplied) that primary school children should be educated about what it means to be transgender and that children under 16 might have pathways to self-declare their gender identity; and the steps Departments have taken since that time. [59886/25]

Ken O'Flynn (Cork North-Central, Independent Ireland Party)
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890. To ask the Minister for Education and Skills if her Department will ensure that teaching materials on gender identity presented in schools include balanced information reflecting both the experiences of those who have transitioned and those who later detransition; and the oversight mechanisms which are in place to safeguard children from one-sided or ideologically driven materials in the classroom. [59863/25]

Ken O'Flynn (Cork North-Central, Independent Ireland Party)
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893. To ask the Minister for Education and Skills the way in which her Department ensures that guidance on gender identity in schools is balanced and evidence-based; the person or body accountable if a child introduced to gender dysphoria or related ideology later experiences regret or detransition-teachers, school boards, patrons, or her Department; the support or recourse which is available to families, both immediately and in the long-term; and the way in which school curricula and toolkits respect parental rights, safeguarding, and children's long-term wellbeing. [59866/25]

Ken O'Flynn (Cork North-Central, Independent Ireland Party)
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894. To ask the Minister for Education and Skills the steps being taken to ensure that all curriculum content, school toolkits, and guidance on gender identity are balanced, evidence-based, and child-safeguarding focused, in view of the findings of a review (details supplied) and increasing reports of detransition; the way in which her Department ensures teachers and schools do not unintentionally promote ideology over evidence; the person or body accountable should a child later experience regret or harm-teacher, school board, patron, or her Department; and the way in which parents are informed, supported, and protected in such cases, including where social media has influenced a child's beliefs. [59867/25]

Ken O'Flynn (Cork North-Central, Independent Ireland Party)
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901. To ask the Minister for Education and Skills her current position on gender identity education in primary schools, in light of statements made by the former Minister for Children (details supplied) that primary school children should be educated about what it means to be transgender and that children under 16 might have pathways to self-declare their gender identity; and the steps Departments have taken since that time. [59875/25]

Helen McEntee (Meath East, Fine Gael)
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I propose to take Questions Nos. 625, 890, 893, 894 and 901 together.

My Department is committed to inclusive education for all, and to creating safe and supportive environments in schools that are welcoming and inclusive for every student.

In regard to curriculum, the National Council for Curriculum and Assessment (NCCA) works with education stakeholders to shape the curriculum from early learning and care to post-primary level, and its approach relies on research, networking, consultation and deliberation. Development of advice on curriculum entails participation of a wide range of stakeholders. It is based on research evidence, good practice, and public consultation, which is a core element of the process and affords an opportunity for parents, students, teachers, school leaders, and all other stakeholders and interested parties to comment on the proposed approach, learning outcomes and wording for any draft curriculum specifications.

SPHE curriculum specifications have been updated in recent years, following a review of the teaching of Relationship and Sexuality Education (RSE) undertaken by the National Council for Curriculum and Assessment (NCCA) which was published in 2019. These updated SPHE specifications include RSE. In all cases, reports of the consultation undertaken on these curriculum specifications are published, as well as the specifications themselves, on curriculumonline.ie. These updated curriculum specifications aim to support and empower our children and young people to lead active, health and fulfilling lives, and nurture respectful, loving and caring relationships, and to equip them with the knowledge, skills and dispositions to help them navigate a fast-changing world, including its online challenges. As part of teaching and learning in SPHE, many sensitive issues may arise, for example in relation to gender, and the aim is to address them in a way that is inclusive and that is age and stage appropriate.

The decision on what is age and stage appropriate is based on research and best practice including engaging with experts and extensive consultation with parents and guardians, teachers, and children and young people themselves. At Junior Cycle, learning outcomes relevant to gender identity include that students should be able to “appreciate the breadth of what constitutes human sexuality, and how sexual orientation and gender identity are experienced and expressed in many ways”.

Gender identity is not part of the Primary School Wellbeing specification.

The teacher’s professional judgment plays a key role in identifying when an issue is age and stage appropriate for a particular class. Within the classroom, the teacher has a degree of flexibility to judge how particular topics should be addressed, so that learning takes place in a way that is meeting the needs and context of their students. Oide continues to provide professional learning experiences for teachers of SPHE and teaching and learning resources continue to be developed to support teachers in teaching the new specifications. These resources are published on curriculumonline.ie. NCCA guidance is clear that teachers are not expected to engage in classroom discussion on healthcare aspects of sexuality or gender. If questions of a medical nature arise, teachers are advised to direct students to a medical expert.

Parents and guardians are the primary educators of their children and important partners in all aspects of the education process. Homework, project work and reflection activities related to SPHE provide frequent opportunities for students to discuss what they have learned with their parents or guardians. If a parent or guardian is concerned about what their child will be taught, they should speak to their local school who will provide more information. Parents or guardians can opt their children out of classes if they feel the content conflicts with their personal beliefs.

The National Educational Psychological Service (NEPS) offer training and guidance for teachers in the provision of universal and targeted evidence-informed approaches and early intervention to promote children’s wellbeing, social, emotional and academic development.

My department provides a broad range of resources?to support schools to develop positive whole-school approaches and to be inclusive of everyone in the school community. In 2016, my department published a resource for post-primary schools – 'Being LGBT in School' in order to provide assistance for schools in designing their policies. It provides guidance to support key individuals as they fulfil their responsibilities in ensuring that their school is safe, supportive and affirming of all students, including lesbian, gay, bisexual and transgender students, students perceived to be LGBTIQ+ and students who have close family members (parents, siblings, etc.) who are LGBTIQ+. It offers guidance around the use of pronouns in the post-primary school setting. This resource is currently under independent review by Maynooth University, and it is intended that an updated resource, in line with best practice, will be issued to schools once the review is complete. The review seeks to update and frame the key areas of the Wellbeing Policy Statement and Framework for Practice, rather than on gender identity theories.? In the primary school setting, guidance for teachers developed by the Professional Development Service for Teachers (PDST), What Every Teacher Needs to Know about Transgender, will be updated in line with the post-primary resource once it is finalised.

The Department takes child protection and safeguarding in schools extremely seriously. The Child Protection Procedures for Schools 2025, published in May 2025, further strengthen existing arrangements and must be adopted by each board of management no later than its last meeting before 31 December 2026. The updated procedures were developed with the education partners and are supported by Department-provided whole-staff training and dedicated DLP/DDLP training now underway to ensure consistent implementation. These arrangements operate alongside the statutory obligations in the Children First Act 2015 and Children First: National Guidance 2017.