1103. Deputy Albert Dolan asked the Minister for Education and Youth whether anti-violence, conflict resolution, respect, healthy relationships, restorative practice or other violence-prevention programmes currently form part of the mainstream second-level curriculum; the specific programmes, modules or curriculum components available to students in junior and senior cycle; and if she will make a statement on the matter. [59727/26]

Education about healthy relationships, respect and issues relating to violence are addressed in the Social, Personal and Health Education, or SPHE, curriculum at both Junior Cycle and Senior Cycle.

An updated Junior Cycle SPHE specification was rolled out in all schools from September 2023, with all schools required to provide the subject for all Junior Cycle students. An updated Senior Cycle SPHE specification was published in 2024 and is being introduced on a phased basis with all schools required to provide the subject at Senior Cycle by September 2027.

The introduction of these updated SPHE specifications is recognised as a key action within the prevention pillar of Zero Tolerance, the Third National Strategy for Domestic, Sexual and Gender-Based Violence. It is one of a number of actions in the implementation of the Strategy that are led by my Department, reflecting its commitment to the aims of Zero Tolerance. Importantly, this learning is designed to be appropriate to the age and stage of development of students.

At Junior Cycle, relevant learning outcomes across the various strands of SPHE include, for example, learning about respectful relationships, identifying the signs of healthy, unhealthy and abusive relationships, the importance of consent and of boundaries within relationships, and being able to recognise different kinds of abusive behaviour.

Relevant examples within the updated Senior Cycle SPHE specification include learning about healthy relationships, domestic, sexual and gender based violence including understanding the root causes and consequences, and rights and responsibilities before the law.

More generally, SPHE in post-primary schools aims to build students' self-awareness and positive self-worth, to develop the knowledge, understanding, skills, dispositions and values that will support them to lead fulfilling and healthy lives, and to creatie, nurture and maintain respectful and loving relationships.

The introduction of these updated specifications continues to be supported by an extensive programme of teacher professional learning offered by Oide. My Department has also worked closely with the National Council for Curriculum and Assessment and the Health Service Executive on the development of a toolkit of resources to support teaching and learning in SPHE, which is available on [www.curriculumonline.ie].

In addition to the curriculum, schools are supported through a range of evidence-informed wellbeing and prevention programmes. The National Educational Psychological Service (NEPS) supports schools in implementing programmes that promote resilience, social and emotional competence and positive relationships. The programmes of support which are delivered or promoted to schools by NEPS nationally include programmes on anxiety prevention and resilience, inclusiveness within cultural and linguistic diversity, guidance on positive school culture, relationships, anti-bullying, restorative practice and wellbeing promotion. A Wellbeing in Education platform on gov.ie also brings together resources for school staff, students and parents to support wellbeing and resilience. This platform provides links to an extensive range of resources available to schools from the department’s support services and agencies, the HSE and the Department of Health.