Paul Lawless (Mayo, Aontú)
Link to this: Individually | In context

41. To ask the Minister for Education and Skills the way in which parents are consulted in relation to the new primary curriculum, particularly the aspects dealing with relationships and sexuality education and gender identity; and if she will commit to full transparency and parental opt-out provisions to ensure that sensitive topics are taught in a manner consistent with parental values and age appropriateness. [59603/25]

Helen McEntee (Meath East, Fine Gael)
Link to this: Individually | In context

In September, I launched the Redeveloped Primary Curriculum Specifications for all primary and special schools across Ireland. This marked the most comprehensive transformation of primary education in over a generation, designed to equip children with the skills they need to thrive in a rapidly evolving world.

This includes a new Wellbeing specification which integrates Physical Education and Social, Personal and Health Education equips children with the knowledge and skills needed to lead active, healthy, and fulfilling lives. Children will learn both ‘about’ and ‘for’ wellbeing. Learning ‘about’ wellbeing involves developing knowledge, understanding, awareness and skills that help children to nurture their own wellbeing. Learning ‘for’ wellbeing is about nurturing children’s wellbeing through a positive, inclusive and supportive learning environment.

At primary level, learning about sexual orientation takes place within the Emotional and Relational Education Strand of the Wellbeing specification. This learning is introduced in Stage 4 (5th and 6th class, ages 11–13), as part of the Relationships Strand Unit. This learning is designed to be age-appropriate, inclusive, and respectful, and is focused on emotional and relational understanding — not on sexual behaviour. Gender identity is not included in the primary curriculum specification.

In terms of consultation, led by the National Council for Curriculum and Assessment (NCCA), the new curriculum specifications have been developed through extensive research, consultation and collaboration with education partners and stakeholders to include school leaders, teachers, children, and parents. Building on the strengths of the 1999 curriculum, they respond directly to today’s challenges, changing priorities, and the evolving needs of learners.

The NCCA consulted on the Draft Primary Curriculum Specifications in Arts Education; Modern Foreign Languages (MFL) in the?Primary Language Curriculum; Social and Environmental Education (SEE); Science, Technology and Engineering Education (STE); and Wellbeing from March 6th to June 7th 2024.

A significant amount of feedback was gathered during the consultation from a wide range of stakeholders. Participants contributed through a variety of methods, including focus groups, bilateral meetings, consultative conference, Schools Networks, questionnaires and written submissions. Children from schools across the country were also consulted with. All the feedback was subsequently analysed using methodologies appropriate to the type of feedback, leading to the publication of the two consultation reports which are available online.

Further information, including a Technical Report detailing the questionnaire responses, as well as the written submissions received and for which consent to publish was gathered, be found here.

The report noted that feedback was received calling for the removal of references to gender identity from Wellbeing despite gender identity not being included in the draft specification. However, other submissions noted the absence of direct reference to gender identity and called for its future inclusion in an age appropriate way in the specification.

In terms of opt-out provisions, the provisions of Section 30(2)(e) of the Education Act 1998 provide that a school shall not require a student to attend instruction in any subject which is contrary to the conscience of the parent/guardian of the student or, in the case of a student who has reached the age of 18 years, the student. It is expected that this right will be upheld by schools on foot of a parental request. Parents are recognised as the primary educators of their children and are valued partners in the education process.

The manner in which any school ensures that the right to not attend classes is upheld, is a matter for the school concerned. Each individual school must determine the particular arrangements which are most appropriate in its individual circumstances having regard to local issues such as available space, supervision requirements and how the school concerned organises classes etc. The Department has not issued specific guidance to schools to mange such requests.

Schools are encouraged to engage openly with parents who have concerns about aspects of the curriculum. Parents who wish to withdraw their child from particular elements of Wellbeing are advised to meet with their child’s teacher and/or school principal to discuss their concerns. This is particularly important where there appears to be a belief that certain topics are included in the specification, which in fact are not.

Peter Cleere (Carlow-Kilkenny, Fianna Fail)
Link to this: Individually | In context

42. To ask the Minister for Education and Skills for an update on school capital projects in progress in Carlow and Kilkenny. [59447/25]

Helen McEntee (Meath East, Fine Gael)
Link to this: Individually | In context

Since 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,300 school building projects. In addition, repurposing, and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. Circa 80% of new special classes in 2025/26 are being facilitated in repurposed classroom accommodation.

Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities. Supplementary capital funding of €210 million approved by Government has brought the total capital allocation for 2025 for my department to €1.6 billion.

In July the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs. It is planned that circa 80 school building projects will progress to construction across 2026 and 2027 as part of a 2-year rolling programme.

All Government departments are expected to publish their sectoral NDP Implementation Plans in November. My department’s plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.

In Carlow, my department has invested over €48m in capital expenditure since 2020, of which €46m relates to school buildings. This investment has supported the completion of 24 school building projects. Currently 9 projects are in construction.

In Kilkenny, my department has invested over €191m in capital expenditure since 2020, of which €187m relates to school buildings. This investment has supported the completion of 50 school building projects including 1 new school building. Currently 14 projects are in construction.

The current status of all projects is set out under item number ten at the following link (www.gov.ie). This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.

Paul Lawless (Mayo, Aontú)
Link to this: Individually | In context

43. To ask the Minister for Education and Skills the plans in place to ensure genuine parental choice in relation to the ethos of schools, given the increasing number of parents whose wishes are not reflected in local school provision; and if she will safeguard the rights of parents as enshrined in the Constitution. [59602/25]

Helen McEntee (Meath East, Fine Gael)
Link to this: Individually | In context

The Programme for Government commits to seeking to increase choice for parents by ensuring that families can access both multi/non-denominational and faith-based education.

The opportunities for the establishment of new multi-denominational primary schools have declined. Demographic trends and projections at primary school level nationally have peaked.

In order to maximise the use of the existing school estate, my department has developed the schools recon?guration process. The schools reconfiguration process aims to meet demand from local school communities and to accelerate the delivery of multi-denominational schools by transferring schools to multi-denominational patrons, where school communities support this.

94.5% of primary schools have a denominational ethos. The department wants to know in respect of each of the denominational primary schools, whether parents and guardians of children who currently attend these schools or who will attend these schools in coming years, would prefer their school to operate under a denominational (religious) patron or to operate under to a multi-denominational (non-religious) patron.

Under Article 44 of the Constitution, and in accordance with Section 30 of the Education Act 1998, parents have a right to have their children opt out of religion classes if they so wish.

Section 30(e) provides that “the Minister shall not require any student to attend instruction in any subject which is contrary to the conscience of the parent of the student or in the case of a student who has reached the age of 18 years, the student”.

Each individual school must determine the particular arrangements which are most appropriate in its individual circumstances having regard to local issues such as available space, supervision requirements and how the school concerned organises classes etc. It is expected that this right will be upheld by schools on foot of a parental request.

My department has published a comprehensive Education Plan 2025 that outlines a significant body of work being undertaken this year to deliver for everyone in our school and youth services’ communities.

There are over 100 actions in this plan including a commitment to launch a survey of primary school parents and guardians and parents and guardians of children not yet in school on their preferences on important aspects of school provision and choice, such as the future patronage and ethos of their school.

The survey is not a final step. Where there is clear support from parents and guardians for change to be considered, a further process of inclusive dialogue will begin.

I intend to launch the survey very shortly.