205. Deputy Maurice Quinlivan asked the Minister for Education and Youth her plans to further expand the Health Alliances for Practice-Based Professional Education and Engagement Project at the University of Limerick; and if she will make a statement on the matter. [53930/26]

My department, where possible, also aims to support innovation in our schools. The Health Alliances for Practice-Based Professional Education and Engagement (HAPPEE) project is a community partnership delivering in-school interventions in physiotherapy, occupational therapy and speech and language therapy. It is a collaboration between the University of Limerick (UL), Limerick City and County Council, St Gabriel's Foundation and six primary schools in Limerick which places UL students training to be physiotherapists, occupational therapists and speech and language therapists directly into classrooms. The UL students work with school staff, whole classes, small groups and a small number of individual children and their families to provide therapeutic supports which might otherwise be hard to access.

Under the 2026 Dormant Accounts Fund, an application from the HAPPEE project was successful. This provides funding of €130,000 for the project for 2026. It should be noted that Dormant Accounts Funding is provided annually following an application process and projects must apply annually for continued funding under the scheme.

In addition, my department, in collaboration with the Department of the Taoiseach, the Department of Children, Disability and Equality, and the Department of Health, conducted a joint research project on School Integrated Services. The concept of School Integrated Services aims to address the educational, health and social needs of children and young people by integrating multiple service providers within school settings. This research provides a comprehensive analysis of School Integrated Services both internationally and in Ireland and offers recommendations to inform national policy and practice.

The HAPPEE approach is currently being evaluated under this cross-government research project on integrated services and a UL PRIME Pupil Progress study to evaluate its potential and to inform future policy. Any further expansion of the HAPPEE project will be considered in that context.

In line with the Programme for Government commitment, the Education Therapy Service (ETS) has been established as a critical and important support for children and young people in their school environment.

The ETS will be delivered by the National Council for Special Education (NCSE) and is an additional support for children with special education needs. It is to compliment and not replace existing children’s health and disability services delivered through the HSE and other agencies. The delivery of health and social care services in a family centred manner remain within the remit of the existing children’s services. The ETS will provide supports to children and young people in their school environment focused on educationally relevant outcomes such as participation and engagement in their school environment.

On 6 February 2026, the Department of Education and Youth announced the phased roll-out of ETS starting with an initial phase of 45 special schools. It is important to highlight that this is the initial phase of the ETS roll-out which will occur on a phased basis with a wider roll-out to further special schools within the 2026/2027 school year and a new initiative which will see all schools benefit in the coming years.  The continued roll-out of the ETS will be supported by phased recruitment campaigns, including a national campaign in Q3 2026, to ensure therapy needs across the school system are met.

Consultation with stakeholders is ongoing. It is imperative that ETS therapists work in an integrated manner with existing children’s services, ensuring the provision of a child centred holistic service and system for children and families. In addition to concentrated work with existing services, engagements have taken place with families, therapists and school communities regarding how this new service should be designed.