1369. Deputy Aisling Dempsey asked the Minister for Education and Youth if her Department is developing updated guidance to address school refusal and school attendance difficulties; and if she will make a statement on the matter. [62833/26]

1372. Deputy Aisling Dempsey asked the Minister for Education and Youth the average waiting time for access to psychological or therapeutic supports for children and young people experiencing school attendance difficulties; and if she will make a statement on the matter. [62830/26]

1373. Deputy Aisling Dempsey asked the Minister for Education and Youth the role of the National Educational Psychological Service (NEPS), and any other of her Departments' agencies, in cases of school refusal; and if she will make a statement on the matter. [62829/26]

1376. Deputy Aisling Dempsey asked the Minister for Education and Youth to outline the specific supports currently available to families dealing with school refusal; and if she will make a statement on the matter. [62826/26]

I propose to take Questions Nos. 1369, 1372, 1373 and 1376 together.

The issue of children and young people who are unable to attend school is recognised as a significant concern, and considerable attention is being given to understanding and addressing the complex factors that contribute to children and young people experiencing school avoidance.

A 2019 meta-analysis (Gubbels et al., 2019) identified illness, poor mental health, substance abuse, risky behaviour, school-related issues, family and parenting problems, peer group characteristics, and social status as risk factors for absenteeism. Recent findings (OECD, 2024) suggest that the pandemic has intensified these factors, particularly illness, which PISA (2022) identified as the leading cause of students being absent for more than three consecutive months (70.5%) (OECD, 2023).

There is also a noted rise in anxiety and emotional difficulties among non-attenders (Lester & Mitchelson, 2024). Additionally, the OECD's (2024) report on Combating Absenteeism Post-Covid suggests that shifting parental attitudes may be contributing to declining school attendance. The pandemic has had a particularly adverse impact on vulnerable children, highlighting the need for enhanced support for students with Special Education Needs and mental health challenges.

The National Educational Psychological Service (NEPS) has developed guidance to provide schools with information on how to support children and young people who display reluctant attendance and school avoidance behaviour. The guidance aims to provides best practice for schools in working with parents and supporting their child to attend and stay in school. Educational Psychologists also deliver training to schools based on the following guidance documents:

• Supporting your Child when they are Reluctant to Attend School: Guidance for Parents and Guardians of Primary School Children

• Managing Reluctant Attendance and School Avoidance Behaviour | A Good Practice Guide for Primary Schools

• Supporting your Child when they are Reluctant to Attend School: Guidance for Parents and Guardians of Post-Primary School Children

• Managing Reluctant Attendance and School Avoidance Behaviour | A Good Practice Guide for Post-Primary Schools

Educational psychologists in NEPS can support school communities with reluctant attendance and school avoidance behaviour at all levels of the Continuum of Support, details of which is outlined in the guidance documents. If involved at a case work level educational psychologists may provide consultation, liaise with other services and advise or become directly involved with the pupil to:

• Review progress with school staff, pupil and parents/guardians

• Identify other strategies and supports and contribute to an individualised student support plan

• Liaise with, or make onward referral to, other services as appropriate

NEPS encourages schools to support children and young people using the Continuum of Support, whereby school staff use a problem-solving approach for children and young people experiencing difficulties in the school context.

The response to intervention is monitored and recorded in the Student Support File. The teachers, parents and child are involved in this process. Under this model, a diagnosis is not required for a child or young person to access supports that can be implemented at school level in mainstream classes, such as special education teaching support and SNA support.

If a school has concerns that a child or young person is not making reasonable progress following evidence informed support and intervention, the school may prioritise the involvement of NEPS to support the identification of need process.

NEPS has developed an eLearning course for schools titled ‘Introducing a Trauma Informed Approach. The Stress Factor: Getting the Balance Right’. It is a short course that focuses on stress and its impact on wellbeing, learning and behaviour. Familiar and new approaches based on research and the experience of Educational psychologists in NEPS are used to guide thinking planning and action. The training aims to support school staff to build resilience for all including students with additional needs and those affected by trauma and adversity, including children with reluctant attendance and school avoidance behaviour.

Tusla Education Support Services (TESS) supports parents and schools to ensure all children and young people aged 6 -16 yrs, either attends school regularly or otherwise receives a certain minimum education.

The Educational Welfare Service (EWS) is the statutory strand of TESS operating under the Education (Welfare) Act, 2000.

The EWS takes a welfare approach in its interventions, and the work of the EWS is underpinned by the principle that the children and young people and their family are best placed to resolve issues of school attendance with the support of those around them. Educational Welfare Officers (EWOs) meet with child/young person and their family alongside school staff and other support services to agree a support plan for the child/young person. This plan is regularly reviewed by all involved, with the aim of the child/young person returning to full attendance and engagement in the school community.

Tusla Education Support Service (TESS) has developed a 5-year plan (2023-2028) to improve school attendance nationally. TESS_5_Year_Plan_for_School_Attendance_2023-2028.pdf

Initiatives in the plan include developing school avoidance support for schools, improved data collection and analysis, expansion of the Anseo framework to all schools, research and policy development, attendance initiatives and the continued development of the service delivery of the TESS 3 strands – Education Welfare Service (EWS), School Completion Programme (SCP) and Home School Community Liaison Scheme (HSCL).

NEPS and Jigsaw also collaborate and deliver webinars through Neart, the post-primary school mental health programme, which provides a comprehensive suite of mental health and wellbeing resources, training and programmes for post-primary school staff and parents. This work includes webinars for parents and two podcasts for parents on ‘Helping your child start post-primary school’ and ‘Supporting young people who are struggling to attend school’. For more information see the Neart Website on gov.ie.

Please note that NEPS does not operate waiting lists. In common with other psychological services and best international practice, NEPS operates on a consultative model of service. As a school-based service, requests for NEPS involvement must be made by the school principal or other designated staff member by contacting their assigned educational psychologist or the NEPS Advisory Line for schools temporarily without an assigned educational psychologist.