1027. Deputy Darren O'Rourke asked the Minister for Education and Youth if she is aware of the FASD Ireland pilot project in secondary schools in County Clare; and if she would expand this pilot project elsewhere. [41077/25]
1028. Deputy Darren O'Rourke asked the Minister for Education and Youth if she will roll out a classroom based programme that raises awareness of foetal alcohol spectrum disorder in every secondary school across the State for students in transition year. [41078/25]
1029. Deputy Darren O'Rourke asked the Minister for Education and Youth the measures she is taking to ensure people are educated about foetal alcohol spectrum disorder in post primary schools. [41079/25]

Helen McEntee, Minister for Education and Youth: I propose to take Questions Nos. 1027 to 1029, inclusive, together.

My Department works together with the Department of Health and other agencies to support students in the area of health. The aim is to equip students with the skills and knowledge to enable them to make the right choices for healthy lifestyles throughout their lives, in particular through Social Personal and Health Education (SPHE).

The updated Junior Cycle SPHE specification, introduced into schools in September 2023, includes among its learning outcomes that students should be able to investigate how unhealthy products such as nicotine, vapes, alcohol, and unhealthy food and drinks are marketed and advertised; to discuss societal, cultural and economic influences affecting young people when it comes to making healthy choices about smoking, alcohol and other addictive substances; and to discuss the physical, social, emotional and legal consequences of using addictive substances – immediate and long-term.

An updated Senior Cycle SPHE specification was approved by the Minister last September. Schools have until September 2027 to introduce the specification for students entering fifth year, to allow for the necessary training and capacity building within the system.

Among its learning outcomes are that students should be able to examine social norms, attitudes and beliefs related to alcohol, tobacco/vaping and substance use; to explore the factors that influence mental health and wellbeing, including the influence of family, community, peers, school, social media, digital technology, alcohol and mood-altering drugs; and to explain the pathways towards addiction, the signs and consequences of different kinds of addictions and where to go and how to access help, if needed.

Reproductive health is also addressed in the SPHE specifications at Junior and Senior Cycle and refers to learning about male and female fertility across the life cycle (including menopause), the physical and psychological dimensions of sexual functioning, reproductive choices, ways to avoid sexually transmitted infections, possible responses to an unplanned pregnancy, and signposting where young people can access sexual and reproductive health information and services.

Concentrated learning experiences on topics such as those raised by the Deputy can also be provided in Transition Year through 10, 20 or 30 hour micro-modules delivered by the school.

However, while it is open to schools to incorporate various elements and modules into their Transition Year programmes, it would not be within the spirit of Transition Year to make the inclusion of specific elements mandatory.

Each school designs its own Transition Year programme, within set guidelines, to suit the needs and interests of its students. In establishing its own distinctive programme content, schools are advised to take into consideration students’ needs, parents’ views, employers and the wider interests of the local community. As part of the redevelopment of Senior Cycle programme, a new Transition Year Programme Statement, was published in September 2024, which provides schools with a framework for developing their own bespoke Transition Year programmes.

I am not aware of the specific project that the Deputy is referring to. Decisions on which programmes and initiatives, if any, schools participate in are taken at school level. A school’s principal and Board of Management approve all external facilitators, and parents and guardians are to be made aware in advance of the content of the programme.

My Department provides clear guidance to schools on the engagement of outside speakers and on the use of external resources to assist in delivering the curriculum. These guidelines are most recently outlined in updated circular 0042/2018 for primary schools and 0043/2018 for post primary schools. While the circulars make specific references to the Wellbeing area of the curriculum, the guidance should apply in general in relation to external speakers or resources.

Question No. 1028 answered with Question No. 1027.

Question No. 1029 answered with Question No. 1027.