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CAO offers: Answers to students' most frequently asked questions
This article has FAQs about CAO offers, explaining what students should do after receiving their college offers.
Alternative career pathways: options beyond the CAO route
Receiving Leaving Cert results and CAO offers is a major milestone, but it is not the only route into further education or employment. As students reassess their options following the first round of college offers issued today (Wednesday August 26), a wide range of alternative pathways are available.
Groups call for end to 'archaic' Leaving Cert points system as CAO offers due later today
Education groups including the National Parents Council, ISSU, TUI, NAPD, and Children's Rights Alliance are calling for urgent reform of the CAO points system.
They describe the current system as outdated, overly stressful, and anxiety-inducing for students.
The call comes as Round One CAO offers are issued to thousands of students.
Concerns have been raised about the increased use of random selection (lotteries) for oversubscribed courses, meaning some students with top grades can still miss out on places.
The groups argue the system:
Places too much emphasis on a single exam result.
Creates excessive pressure on students.
Does not fully recognise students' talents, interests, and abilities.
Can lead students to choose courses based on points rather than suitability.
They want a system that:
Recognises a broader range of achievements.
Supports meaningful learning.
Better matches students' abilities and interests with higher education opportunities.
The Government has already committed in its Programme for Government to working on reforms of the CAO system.
They describe the current system as outdated, overly stressful, and anxiety-inducing for students.
The call comes as Round One CAO offers are issued to thousands of students.
Concerns have been raised about the increased use of random selection (lotteries) for oversubscribed courses, meaning some students with top grades can still miss out on places.
The groups argue the system:
Places too much emphasis on a single exam result.
Creates excessive pressure on students.
Does not fully recognise students' talents, interests, and abilities.
Can lead students to choose courses based on points rather than suitability.
They want a system that:
Recognises a broader range of achievements.
Supports meaningful learning.
Better matches students' abilities and interests with higher education opportunities.
The Government has already committed in its Programme for Government to working on reforms of the CAO system.
How to support your child ahead of the big move to primary school
Starting primary school is a journey, not just a first day. Children begin preparing for this transition long before they arrive at the school gate.
Children bring an "invisible schoolbag" of knowledge, skills and experiences gained through family life, community activities and early childhood education. These experiences help them adapt to school and continue learning.
Most children have a positive start to primary school. Research shows that the majority enjoy school, like their teacher and make friends, with excitement often outweighing nervousness.
Transition is a shared responsibility. Families, preschool educators and primary school teachers can work together to support children by sharing information about their interests, strengths and any support needs.
Building relationships before school starts is important. School visits, open days and meeting teachers can help children and parents feel more comfortable and connected to the school community.
Play remains an important part of learning. Primary schools build on children's previous learning experiences through play-based and hands-on learning approaches.
Families can support children emotionally and practically.
Talk about starting school and encourage children to express their feelings.
Read books or stories about school.
Provide comfort items if needed.
Help children develop independence with dressing, toileting, opening lunch containers and managing their belongings.
A calm and positive first day helps. Keeping routines simple, offering brief goodbyes and trusting teachers to support children can ease anxiety.
Children adjust at different rates. Some settle quickly while others need more time, patience and reassurance.
Overall Message
Children start primary school with many strengths and experiences already in place. By working together and providing emotional, social and practical support, families and educators can help ensure a smooth, positive transition into primary school.
Children bring an "invisible schoolbag" of knowledge, skills and experiences gained through family life, community activities and early childhood education. These experiences help them adapt to school and continue learning.
Most children have a positive start to primary school. Research shows that the majority enjoy school, like their teacher and make friends, with excitement often outweighing nervousness.
Transition is a shared responsibility. Families, preschool educators and primary school teachers can work together to support children by sharing information about their interests, strengths and any support needs.
Building relationships before school starts is important. School visits, open days and meeting teachers can help children and parents feel more comfortable and connected to the school community.
Play remains an important part of learning. Primary schools build on children's previous learning experiences through play-based and hands-on learning approaches.
Families can support children emotionally and practically.
Talk about starting school and encourage children to express their feelings.
Read books or stories about school.
Provide comfort items if needed.
Help children develop independence with dressing, toileting, opening lunch containers and managing their belongings.
A calm and positive first day helps. Keeping routines simple, offering brief goodbyes and trusting teachers to support children can ease anxiety.
Children adjust at different rates. Some settle quickly while others need more time, patience and reassurance.
Overall Message
Children start primary school with many strengths and experiences already in place. By working together and providing emotional, social and practical support, families and educators can help ensure a smooth, positive transition into primary school.
Colman Noctor: The test for parents is to value children regardless of results
Children experience education very differently, even when they attend the same school and receive the same teaching. What works well for one child can be much more challenging for another.
Academic effort and academic results do not always match. Some children need to work much harder than others for lower grades, despite showing equal or greater commitment.
Parents often focus heavily on grades, Leaving Cert points, subject levels, and college entry requirements. While these conversations are usually well-intentioned, they can be difficult for parents whose children are struggling academically.
The author warns against assuming that a child's academic success is solely due to parenting or hard work. Natural differences in ability, learning style, organisation, and academic strengths also play a significant role.
Children should not be judged primarily by exam results. Effort, persistence, resilience, and personal growth deserve recognition just as much as high grades.
Struggling academically can damage a child's self-esteem if they begin to see poor results as evidence that they are incapable or less valuable. Parents often work hard to prevent this mindset from developing.
Gifted children face challenges too. If they become defined by being "the clever one," they may struggle when success no longer comes easily.
Parents should celebrate achievements but remain mindful that other families may be having very different educational experiences.
Success in life depends on many qualities beyond academic performance, including creativity, empathy, humour, reliability, practical skills, emotional intelligence, persistence, and the ability to build relationships.
The author's central message is that parents should value their children as people first and view exam results as only one measure of ability. A child's character, wellbeing, and resilience matter more than a points tally.
Academic effort and academic results do not always match. Some children need to work much harder than others for lower grades, despite showing equal or greater commitment.
Parents often focus heavily on grades, Leaving Cert points, subject levels, and college entry requirements. While these conversations are usually well-intentioned, they can be difficult for parents whose children are struggling academically.
The author warns against assuming that a child's academic success is solely due to parenting or hard work. Natural differences in ability, learning style, organisation, and academic strengths also play a significant role.
Children should not be judged primarily by exam results. Effort, persistence, resilience, and personal growth deserve recognition just as much as high grades.
Struggling academically can damage a child's self-esteem if they begin to see poor results as evidence that they are incapable or less valuable. Parents often work hard to prevent this mindset from developing.
Gifted children face challenges too. If they become defined by being "the clever one," they may struggle when success no longer comes easily.
Parents should celebrate achievements but remain mindful that other families may be having very different educational experiences.
Success in life depends on many qualities beyond academic performance, including creativity, empathy, humour, reliability, practical skills, emotional intelligence, persistence, and the ability to build relationships.
The author's central message is that parents should value their children as people first and view exam results as only one measure of ability. A child's character, wellbeing, and resilience matter more than a points tally.
Affordable Ireland demands action on cost of education
The Affordable Ireland Campaign is organising a pre-Budget protest on September 19 to call for action on education costs.
80% of children never cycle to school when 70% of parents want them to after “generational decline”
A new survey by RedClick and IrelandThinks highlights a major gap between parents' aspirations and reality when it comes to cycling to school in Ireland.
Nearly 80% of children never cycle to school, despite 70% of parents saying cycling would be their preferred way for the school run.
Only 5% of children cycle daily, while another 8% cycle occasionally.
Most parents (81%) believe their children cycle less than they did at the same age.
The main barriers identified were:
Distance to school (54%)
Heavy school bags (41%)
Poor weather (39%)
Parents' lack of confidence cycling with children (22%)
For secondary school students, additional obstacles included:
School uniforms being unsuitable for cycling (49%)
Lack of cycling confidence (46%)
Concerns about appearance after cycling (42%)
Almost half of parents (48%) said safer cycling infrastructure would be the most effective way to increase cycling to school, while 28% supported a dedicated Bike to School scheme.
Commentators and cycling advocates interviewed by RTÉ and Newstalk welcomed the findings but stressed that road safety and perceived danger on roads remain major reasons why families are reluctant to let children cycle.
The article concludes that while census data shows some recent recovery in cycling to primary schools, cycling levels remain far below those seen in the 1980s, especially among secondary school students.
Nearly 80% of children never cycle to school, despite 70% of parents saying cycling would be their preferred way for the school run.
Only 5% of children cycle daily, while another 8% cycle occasionally.
Most parents (81%) believe their children cycle less than they did at the same age.
The main barriers identified were:
Distance to school (54%)
Heavy school bags (41%)
Poor weather (39%)
Parents' lack of confidence cycling with children (22%)
For secondary school students, additional obstacles included:
School uniforms being unsuitable for cycling (49%)
Lack of cycling confidence (46%)
Concerns about appearance after cycling (42%)
Almost half of parents (48%) said safer cycling infrastructure would be the most effective way to increase cycling to school, while 28% supported a dedicated Bike to School scheme.
Commentators and cycling advocates interviewed by RTÉ and Newstalk welcomed the findings but stressed that road safety and perceived danger on roads remain major reasons why families are reluctant to let children cycle.
The article concludes that while census data shows some recent recovery in cycling to primary schools, cycling levels remain far below those seen in the 1980s, especially among secondary school students.
Leaving Cert results: Record number of students to receive results today
A record 70,411 students received Leaving Certificate results today, up 15% from 2024.
Top grades have fallen as the Government continues to reduce pandemic-era grade inflation:
Overall H1 grades dropped from 12.1% to 10.1%.
Higher Level Maths H1s fell from 11% to 8.1%.
English H1s fell from 5% to 4.3%.
Irish H1s fell from 11% to 10%.
More than one-third of grades were boosted through post-marking adjustments, although these adjustments were smaller than in recent years.
The Government plans a gradual return to normal grading, with full removal of pandemic-related adjustments by 2028.
Despite the reduction, H1 rates remain much higher than before the pandemic. In 2019, only 5.9% of higher-level grades were H1s.
At Christian Brothers College in Cork, eight students achieved 625 points, and 16 students scored over 600 points.
Students can view detailed marks and adjustments from 25 August.
The first round of CAO offers will be issued on 26 August at 2pm.
Education Minister Hildegarde Naughton said the transition back to normal results will continue over the next two years.
TUI General Secretary Michael Gillespie congratulated students and emphasized that Leaving Cert results are the start of a new journey, not the end, and that success is not solely about CAO points.
Top grades have fallen as the Government continues to reduce pandemic-era grade inflation:
Overall H1 grades dropped from 12.1% to 10.1%.
Higher Level Maths H1s fell from 11% to 8.1%.
English H1s fell from 5% to 4.3%.
Irish H1s fell from 11% to 10%.
More than one-third of grades were boosted through post-marking adjustments, although these adjustments were smaller than in recent years.
The Government plans a gradual return to normal grading, with full removal of pandemic-related adjustments by 2028.
Despite the reduction, H1 rates remain much higher than before the pandemic. In 2019, only 5.9% of higher-level grades were H1s.
At Christian Brothers College in Cork, eight students achieved 625 points, and 16 students scored over 600 points.
Students can view detailed marks and adjustments from 25 August.
The first round of CAO offers will be issued on 26 August at 2pm.
Education Minister Hildegarde Naughton said the transition back to normal results will continue over the next two years.
TUI General Secretary Michael Gillespie congratulated students and emphasized that Leaving Cert results are the start of a new journey, not the end, and that success is not solely about CAO points.
Child poverty fell by less than 1% last year, Government progress report shows
The article reports that child poverty in Ireland decreased slightly in 2025, but progress remains well short of the Government's long-term target.
Is it time to make school uniforms more comfortable?
Almost half of Irish children find their school uniforms uncomfortable, with many parents saying it affects learning, participation and wellbeing. The study suggests schools should prioritise comfort as much as appearance when choosing uniforms.
Lack of Leaving Cert did not stop student studying maths at university
Megan Dooley left secondary school before sitting the Leaving Cert due to anxiety and struggled academically at the time. Through Youthreach and PLC courses, she rediscovered her love of maths, eventually earning a place at TU Dublin and completing a degree in Mathematical Sciences. Her message to students is that Leaving Cert results do not define their future, and there are many alternative pathways to university and career success.
Back to School: How to support learning at home
The article encourages parents to help children see that maths is part of everyday life, not just something learned in school. By involving children in real-world activities, parents can make maths meaningful, practical, and enjoyable.
Key Ways to Explore Maths at Home
Travel and journeys
Use road signs, maps, and timetables to discuss numbers, distance, time, direction, and shapes.
Involve children in planning trips and calculating travel times and costs.
Home and garden activities
DIY projects help children practise measuring, counting, and following instructions.
Gardening develops skills related to measurement, patterns, shapes, and time.
Household chores such as sorting clothes, toys, or books build classification and organisational skills.
Cooking and baking involve weighing, measuring, timing, and sharing quantities.
Calendars and routines help children understand dates and time management.
Shopping and days out
Grocery shopping provides opportunities to discuss prices, discounts, budgeting, and value for money.
Restaurants, cafés, cinemas, and other outings encourage children to work with menus, timetables, prices, and quantities.
Libraries and parks offer chances to explore mathematical ideas such as patterns, shapes, maps, and symmetry.
Play, games, and sport
Board games, card games, puzzles, and chess support counting, strategy, problem-solving, and spatial awareness.
Outdoor activities such as treasure hunts and hopscotch develop number and positional skills.
Pretend play (shops, restaurants, builders) allows children to use maths naturally through money, measurement, and design.
Sports help children understand scoring, statistics, distance, measurement, shape, and space.
Overall Message
Maths is all around us. Parents can support children's learning by using everyday activities to develop mathematical thinking in fun, practical ways, helping children connect what they learn in school to the world around them.
Key Ways to Explore Maths at Home
Travel and journeys
Use road signs, maps, and timetables to discuss numbers, distance, time, direction, and shapes.
Involve children in planning trips and calculating travel times and costs.
Home and garden activities
DIY projects help children practise measuring, counting, and following instructions.
Gardening develops skills related to measurement, patterns, shapes, and time.
Household chores such as sorting clothes, toys, or books build classification and organisational skills.
Cooking and baking involve weighing, measuring, timing, and sharing quantities.
Calendars and routines help children understand dates and time management.
Shopping and days out
Grocery shopping provides opportunities to discuss prices, discounts, budgeting, and value for money.
Restaurants, cafés, cinemas, and other outings encourage children to work with menus, timetables, prices, and quantities.
Libraries and parks offer chances to explore mathematical ideas such as patterns, shapes, maps, and symmetry.
Play, games, and sport
Board games, card games, puzzles, and chess support counting, strategy, problem-solving, and spatial awareness.
Outdoor activities such as treasure hunts and hopscotch develop number and positional skills.
Pretend play (shops, restaurants, builders) allows children to use maths naturally through money, measurement, and design.
Sports help children understand scoring, statistics, distance, measurement, shape, and space.
Overall Message
Maths is all around us. Parents can support children's learning by using everyday activities to develop mathematical thinking in fun, practical ways, helping children connect what they learn in school to the world around them.
278 religious-run schools urged to consider becoming multi-denominational by 2027
Education and Training Boards Ireland (ETBI) has identified 278 religious-run primary schools that it believes should consider becoming multi-denominational schools by September 2027. The majority of these schools, 217, are under Catholic patronage, while 61 are mainly under Church of Ireland patronage.
Budget 2027: Childcare costs and €200 monthly cap on the agenda
The Government is considering introducing a €200 monthly cap on childcare fees per child as part of Budget 2027, in line with its commitment to make childcare more affordable.
Key points:
Childcare affordability is expected to be a major Budget 2027 priority.
Public Expenditure Minister Jack Chambers said the Government should have the financial capacity in 2027 to introduce noticeable supports for families.
Many parents currently pay more than €800 per month for childcare, with some Dublin families reporting fees of up to €1,400 per month for a crèche place.
A separate childcare fee cap of €734 per month is already due to take effect from September 2026.
Children's Minister Norma Foley acknowledged concerns about high childcare costs but noted that the National Childcare Subsidy Scheme should significantly reduce what families pay.
Bottom Line
The proposed €200 monthly childcare cap could dramatically lower childcare costs for families and is emerging as one of the Government's most significant cost-of-living measures under consideration for Budget 2027.
Key points:
Childcare affordability is expected to be a major Budget 2027 priority.
Public Expenditure Minister Jack Chambers said the Government should have the financial capacity in 2027 to introduce noticeable supports for families.
Many parents currently pay more than €800 per month for childcare, with some Dublin families reporting fees of up to €1,400 per month for a crèche place.
A separate childcare fee cap of €734 per month is already due to take effect from September 2026.
Children's Minister Norma Foley acknowledged concerns about high childcare costs but noted that the National Childcare Subsidy Scheme should significantly reduce what families pay.
Bottom Line
The proposed €200 monthly childcare cap could dramatically lower childcare costs for families and is emerging as one of the Government's most significant cost-of-living measures under consideration for Budget 2027.
Almost 300 primary schools should consider switching to multi-denominational
Almost 300 Irish primary schools are being encouraged to consider becoming multi-denominational after surveys showed most parents in those communities support that model. Schools have until 31 October to decide whether to join the first phase of exploring the change. Currently, about 88% of primary schools are Catholic-run, while multi-denominational schools make up just over 5% of the sector.
Loans being taken out to cover back to school costs, survey finds
A Barnardos survey of 704 parents found that back-to-school costs are causing significant financial pressure for families. More than half of parents are worried about meeting these costs, and 18% are very concerned.
School uniforms remain a major expense, with 70% of parents reporting concern about uniform costs.
Among secondary school families, 57% had to purchase digital devices, with an average cost of €447. Some parents reported being asked to pay as much as €850 for compulsory tablets.
Parents criticized schools for being out of touch with the cost-of-living crisis and said many families struggle despite being in paid employment.
Concerns were also raised about the Back to School Allowance, with some parents saying that households just above the eligibility threshold receive no support despite facing similar financial difficulties.
The survey found that 15% of secondary school parents and 9% of primary school parents had taken out loans or borrowed money from friends and family to cover school-related costs.
Barnardos called on the government to continue efforts to make education genuinely free, highlighting high costs for digital devices and branded school uniforms.
Labour education spokesperson Eoghan Kenny said the findings show that many families face serious financial anxiety before the school year begins and warned that lack of access to technology is creating an educational divide based on income.
The article notes that while the Free Books Scheme has helped, families still face costs for laptops, transport, exam fees and voluntary contributions. Labour has proposed measures to reduce education costs, with further Dáil debate expected in September.
Overall: The article argues that despite advances such as free school books, back-to-school expenses, particularly uniforms and digital devices, continue to place a heavy burden on many families, forcing some to borrow money to cover costs
School uniforms remain a major expense, with 70% of parents reporting concern about uniform costs.
Among secondary school families, 57% had to purchase digital devices, with an average cost of €447. Some parents reported being asked to pay as much as €850 for compulsory tablets.
Parents criticized schools for being out of touch with the cost-of-living crisis and said many families struggle despite being in paid employment.
Concerns were also raised about the Back to School Allowance, with some parents saying that households just above the eligibility threshold receive no support despite facing similar financial difficulties.
The survey found that 15% of secondary school parents and 9% of primary school parents had taken out loans or borrowed money from friends and family to cover school-related costs.
Barnardos called on the government to continue efforts to make education genuinely free, highlighting high costs for digital devices and branded school uniforms.
Labour education spokesperson Eoghan Kenny said the findings show that many families face serious financial anxiety before the school year begins and warned that lack of access to technology is creating an educational divide based on income.
The article notes that while the Free Books Scheme has helped, families still face costs for laptops, transport, exam fees and voluntary contributions. Labour has proposed measures to reduce education costs, with further Dáil debate expected in September.
Overall: The article argues that despite advances such as free school books, back-to-school expenses, particularly uniforms and digital devices, continue to place a heavy burden on many families, forcing some to borrow money to cover costs
Review of primary school hours underway
The Department of Education is reviewing primary school hours, a move that could lead to changes in how long children spend in school and how the day is structured. The review will examine the shorter school day for junior and senior infants, which currently ends an hour earlier than for older pupils, creating challenges for many families with children in different age groups.
Over 70% of parents worried about school uniform costs as back-to-school bills mount
A Barnardos survey found that over 70% of parents are worried about the cost of school uniforms this year, making them one of the biggest back-to-school expenses. Digital devices are also a major concern, with secondary school parents paying an average of €447 for required devices.
Parents criticised expensive branded uniforms and compulsory tablets, while Barnardos and Sinn Féin called for more affordable uniform options, a review of mandatory digital devices, and further government action to reduce education costs.
Parents criticised expensive branded uniforms and compulsory tablets, while Barnardos and Sinn Féin called for more affordable uniform options, a review of mandatory digital devices, and further government action to reduce education costs.
When can our children get the chance to practise responsibility?
This opinion article argues that children and teenagers develop responsibility through experience, not through being told to be responsible. Psychotherapist Colman Noctor suggests that modern parenting, while well-intentioned, often removes opportunities for young people to learn independence and accountability.
Key points
Noctor believes responsibility is learned through practice, much like wisdom, rather than through instruction alone. Children become responsible by managing tasks, solving problems, making mistakes, and dealing with consequences.
He contrasts today's childhood with previous generations, where children often:
Walked to school alone
Looked after younger siblings
Had part-time jobs
Solved everyday problems without adult involvement
These experiences helped prepare them for adulthood.
How modern parenting may limit responsibility
The article argues that many parents now:
Pack school bags
Remind children about homework
Manage schedules
Solve problems before children encounter them
Speak to teachers, employers, or universities on behalf of their children
While done out of care and efficiency, these actions can reduce opportunities for children to develop confidence and independence.
Key points
Noctor believes responsibility is learned through practice, much like wisdom, rather than through instruction alone. Children become responsible by managing tasks, solving problems, making mistakes, and dealing with consequences.
He contrasts today's childhood with previous generations, where children often:
Walked to school alone
Looked after younger siblings
Had part-time jobs
Solved everyday problems without adult involvement
These experiences helped prepare them for adulthood.
How modern parenting may limit responsibility
The article argues that many parents now:
Pack school bags
Remind children about homework
Manage schedules
Solve problems before children encounter them
Speak to teachers, employers, or universities on behalf of their children
While done out of care and efficiency, these actions can reduce opportunities for children to develop confidence and independence.
Parents count cost of back to school
This Irish Examiner article is about the continued financial pressure on Irish families when children return to school, despite the success of the government's free schoolbooks scheme.
Main points
The article explains that while free schoolbooks have reduced one major expense for parents, many other costs remain significant, including:
Digital devices such as iPads, Chromebooks, and laptops
School uniforms, especially branded items
Transition Year expenses
Mock exam fees
Voluntary school contributions
According to the Irish League of Credit Unions, parents still expect to spend an average of:
€1,607 per year for a primary school child
€2,142 per year for a secondary school student
The Society of St Vincent de Paul (SVP) says requests for help with education-related costs continue to come from families across all communities, showing that the issue is widespread and not limited to disadvantaged areas.
Main points
The article explains that while free schoolbooks have reduced one major expense for parents, many other costs remain significant, including:
Digital devices such as iPads, Chromebooks, and laptops
School uniforms, especially branded items
Transition Year expenses
Mock exam fees
Voluntary school contributions
According to the Irish League of Credit Unions, parents still expect to spend an average of:
€1,607 per year for a primary school child
€2,142 per year for a secondary school student
The Society of St Vincent de Paul (SVP) says requests for help with education-related costs continue to come from families across all communities, showing that the issue is widespread and not limited to disadvantaged areas.
My Little Library 2025 Is Here!
📚 My Little Library 2025 Is Here!
Do you have a child starting primary school this September?
They’re entitled to a FREE My Little Library book bag – available now at your local library!
✨ Each bag includes:
📖 Beautiful books in English or as Gaeilge
👪 Resources to help with the transition from pre-school to primary
📘 A guide for parents, supports from Dyslexia Ireland & Vision Ireland
🎟️ A chance to become a library member — for life!
Since its launch, over 20,000 children each year have joined their local library thanks to this wonderful initiative. Make sure your child doesn’t miss out!
📅 Available now and all summer long at libraries nationwide.
📍 Just ask at your local library or visit:
🔗 www.first5.gov.ie
🔗 https://www.gov.ie/.../3f341-towards-a-new-literacy...
#MyLittleLibrary #First5 #PrimarySchoolReady #FreeBooks #FamilyReading #NPC
Do you have a child starting primary school this September?
They’re entitled to a FREE My Little Library book bag – available now at your local library!
✨ Each bag includes:
📖 Beautiful books in English or as Gaeilge
👪 Resources to help with the transition from pre-school to primary
📘 A guide for parents, supports from Dyslexia Ireland & Vision Ireland
🎟️ A chance to become a library member — for life!
Since its launch, over 20,000 children each year have joined their local library thanks to this wonderful initiative. Make sure your child doesn’t miss out!
📅 Available now and all summer long at libraries nationwide.
📍 Just ask at your local library or visit:
🔗 www.first5.gov.ie
🔗 https://www.gov.ie/.../3f341-towards-a-new-literacy...
#MyLittleLibrary #First5 #PrimarySchoolReady #FreeBooks #FamilyReading #NPC
Five children with autism take legal actions over access to education
Five children with autism have initiated separate High Court actions against the Minister for Education in Ireland, highlighting the urgent need for appropriate educational provisions. These cases underscore the significant challenges faced by children with autism and their families in accessing suitable education and support.
Legal Actions and Urgency: The High Court has granted permission for judicial review proceedings in these cases, recognizing their urgency. The children, ranging in age from five to twelve, have unique needs that have not been adequately met by the current educational system. The legal actions aim to compel the Minister for Education to provide appropriate schooling and support for these children.
Individual Cases:
Eight-Year-Old Boy: This child has never attended school due to the lack of an appropriate educational placement. His case highlights the systemic failure to provide suitable schooling options for children with autism.
Twelve-Year-Old Boy: Profoundly disabled, this boy's current school placement is deemed unsuitable. His father has expressed frustration over delays in reassessment and placement, which have exacerbated the child's educational and developmental challenges.
Five-Year-Old Girl: Non-verbal and with complex needs, this girl has been unable to secure a primary school placement. Her mother has described the extreme stress and anxiety caused by the ongoing struggle to find appropriate schooling.
Five-Year-Old Boy: Also non-verbal, this boy is currently in preschool but requires a special school placement to meet his educational needs. His case underscores the gap in provisions for young children with autism transitioning from preschool to primary education.
Six-Year-Old Boy: This child has been approved for school transport, but the service has been delayed since January. The lack of timely transport has significantly impacted his ability to attend school regularly.
Parental Statements: The parents of these children have voiced their significant stress and anxiety due to the inability to secure appropriate educational placements and support. They have highlighted the emotional and practical toll that the current system's shortcomings have taken on their families. The legal actions reflect their desperation and determination to secure a better future for their children.
Next Steps: The High Court cases will return later in the month, where further proceedings will determine the outcomes for these children. The cases are expected to bring attention to the broader issues within the educational system regarding the provision for children with autism.
Broader Implications: These legal actions are not just about the individual children involved but also about the systemic issues that affect many families across Ireland. The outcomes of these cases could set important precedents for how the educational needs of children with autism are addressed in the future. They highlight the need for a more inclusive and responsive educational system that can cater to the diverse needs of all children.
In summary, these High Court actions underscore the urgent need for systemic changes in the educational provisions for children with autism in Ireland. The cases highlight the significant challenges faced by these children and their families and the pressing need for appropriate support and resources to ensure that all children have access to suitable education.
Legal Actions and Urgency: The High Court has granted permission for judicial review proceedings in these cases, recognizing their urgency. The children, ranging in age from five to twelve, have unique needs that have not been adequately met by the current educational system. The legal actions aim to compel the Minister for Education to provide appropriate schooling and support for these children.
Individual Cases:
Eight-Year-Old Boy: This child has never attended school due to the lack of an appropriate educational placement. His case highlights the systemic failure to provide suitable schooling options for children with autism.
Twelve-Year-Old Boy: Profoundly disabled, this boy's current school placement is deemed unsuitable. His father has expressed frustration over delays in reassessment and placement, which have exacerbated the child's educational and developmental challenges.
Five-Year-Old Girl: Non-verbal and with complex needs, this girl has been unable to secure a primary school placement. Her mother has described the extreme stress and anxiety caused by the ongoing struggle to find appropriate schooling.
Five-Year-Old Boy: Also non-verbal, this boy is currently in preschool but requires a special school placement to meet his educational needs. His case underscores the gap in provisions for young children with autism transitioning from preschool to primary education.
Six-Year-Old Boy: This child has been approved for school transport, but the service has been delayed since January. The lack of timely transport has significantly impacted his ability to attend school regularly.
Parental Statements: The parents of these children have voiced their significant stress and anxiety due to the inability to secure appropriate educational placements and support. They have highlighted the emotional and practical toll that the current system's shortcomings have taken on their families. The legal actions reflect their desperation and determination to secure a better future for their children.
Next Steps: The High Court cases will return later in the month, where further proceedings will determine the outcomes for these children. The cases are expected to bring attention to the broader issues within the educational system regarding the provision for children with autism.
Broader Implications: These legal actions are not just about the individual children involved but also about the systemic issues that affect many families across Ireland. The outcomes of these cases could set important precedents for how the educational needs of children with autism are addressed in the future. They highlight the need for a more inclusive and responsive educational system that can cater to the diverse needs of all children.
In summary, these High Court actions underscore the urgent need for systemic changes in the educational provisions for children with autism in Ireland. The cases highlight the significant challenges faced by these children and their families and the pressing need for appropriate support and resources to ensure that all children have access to suitable education.
Banning teens from using social media a ‘blunt instrument’, health professionals told
The Royal College of Physicians of Ireland’s faculty of paediatrics recently launched a position paper on online wellbeing, focusing on the impact of social media on children and young people. Key figures such as Dr. Judith Meehan, Jillian van Turnhout, and Erin Wolfe were present at the launch. The paper highlights several negative impacts of social media, including anxiety, depression, self-harm, and cyberbullying.
The paper calls for government regulations to hold social media platforms accountable and enforce age verification measures. It also emphasizes the need for public awareness and parental support to mitigate the negative impacts of social media. Additionally, the paper advocates for more resources for health professionals dealing with the consequences of social media use.
A significant part of the discussion revolves around the debate on banning social media for teenagers. Tánaiste Simon Harris suggested considering a ban on social media for those under 16, similar to Australia’s legislative change. However, Dr. Meehan and others argue that a ban is a blunt instrument and advocate for more nuanced approaches.
The paper references the US ABCD Study, which found associations between screen time and worsening mental health, increased behavioral problems, and decreased academic performance. It also notes that social media use is more consistently linked with anxiety and depression in girls compared to boys.
Dr. Meehan emphasizes the collective responsibility of young people, parents, social media companies, government, policy, and healthcare providers in addressing the issue. The paper calls for a collaborative effort to create a safer online environment for children and young people.
The paper calls for government regulations to hold social media platforms accountable and enforce age verification measures. It also emphasizes the need for public awareness and parental support to mitigate the negative impacts of social media. Additionally, the paper advocates for more resources for health professionals dealing with the consequences of social media use.
A significant part of the discussion revolves around the debate on banning social media for teenagers. Tánaiste Simon Harris suggested considering a ban on social media for those under 16, similar to Australia’s legislative change. However, Dr. Meehan and others argue that a ban is a blunt instrument and advocate for more nuanced approaches.
The paper references the US ABCD Study, which found associations between screen time and worsening mental health, increased behavioral problems, and decreased academic performance. It also notes that social media use is more consistently linked with anxiety and depression in girls compared to boys.
Dr. Meehan emphasizes the collective responsibility of young people, parents, social media companies, government, policy, and healthcare providers in addressing the issue. The paper calls for a collaborative effort to create a safer online environment for children and young people.
Upcomming Training
Anti-Bullying for Primary
Focused on primary school children, this session provides parents with the tools to identify bullying, understand their child’s rights, and work with the school to address issues. It also introduces the Anti-Bullying Procedures for Primary Schools and promotes early intervention and resilience building.
RSE 2 : Supporting your PostPrimary Child to Build Healthy Friendships and Relationships Session 2
A programme delivered by National Parents Council and funded by the Sexual Health Crisis Pregnancy Programme.
Following on from Part 1 of our RSE three part programme where we looked at how we can support children to make and sustain healthy relationships and friendships, now in part 2 we look at active listening skills and how we use those skills to build our relationships and support conversations with our children.
This session is ideally suited to parents who have completed part 1 but will also provide useful information and advice as a stand alone session.
Register now to find out how developing communication skills will help build your relationship and support conversations with your child.
We are running these sessions virtually via Zoom, Monday, Thurs and Friday, the week starting the 18th May 2026.
Following on from Part 1 of our RSE three part programme where we looked at how we can support children to make and sustain healthy relationships and friendships, now in part 2 we look at active listening skills and how we use those skills to build our relationships and support conversations with our children.
This session is ideally suited to parents who have completed part 1 but will also provide useful information and advice as a stand alone session.
Register now to find out how developing communication skills will help build your relationship and support conversations with your child.
We are running these sessions virtually via Zoom, Monday, Thurs and Friday, the week starting the 18th May 2026.
Anti Bullying
Learn how to identify, prevent, and respond to bullying in post-primary schools.
Transition from Primary to Post Primary
Guidance for parents on helping their child navigate the transition to post-primary education smoothly.
Mental Health
Explore strategies to support children's mental health and emotional well-being in primary school.
Early Years Mental Health
Explore ways to nurture young children's mental health and resilience from an early age.
Early Years Transitions
Support children through the transition from preschool to primary school for a smooth start.
Internet Safety
Understand online risks and equip children with safe digital habits and responsible internet use.
RSE 2 Active Listening
Learn effective listening techniques to strengthen communication and understanding with children.
RSE 1 Healthy Friendships and Relationships
Support children in developing respectful, positive friendships and relationships.
Transition from Early Years to Primary – End of June
This final June session focuses on helping parents prepare their young child for the move to primary school. It explores routines, independence, emotional preparation, and how to make the transition smooth and positive for all involved.
Early Years Mental Health – June
This June session is designed to empower parents with knowledge and tools to promote their young child’s mental health. It includes discussions on resilience, emotional regulation, communication, and the importance of early nurturing environments for long-term wellbeing.
RSE 2 – Active Listening
Building on part 1, this session focuses on the skill of active listening and how it strengthens relationships and communication with children. It includes exercises and examples of how to create a supportive space for children to express themselves and be heard.
RSE 1 – Healthy Friendships and Relationships
This workshop helps parents support their primary school children in building and maintaining healthy friendships and relationships. It addresses the emotional and social needs of children and offers practical advice on guiding them toward respectful and positive interactions.
Transition from Primary to Post-Primary
Designed for parents of children in 5th and 6th class, this session offers guidance on choosing a secondary school, understanding subject choices, and preparing your child emotionally and practically for this important transition. It also highlights how to navigate school policies and build positive home-school communication.
Internet Safety
This interactive session provides parents with the knowledge and tools to support their child in becoming a safe and responsible internet user. It covers the benefits and potential risks of online activity, cyberbullying, setting boundaries, and effective communication around technology use in the home.
Anti-Bullying for Post-Primary
This session will enable you to support your child regarding issues of bullying in post-primary school. It will also inform you about the official Anti-Bullying Procedures for Post Primary Schools, and provide tips on how to talk to your child about bullying, understand school policies, and work with school staff to resolve concerns.
Welcome to
Welcome to the Early Years section of the National Parents Council (NPC) website. Here, we support parents and guardians of young children, from birth to six years old, with a range of resources, advice, and information. Discover insights on developmental milestones, parenting tips, early learning activities, and childcare options. Our goal is to empower you with the knowledge and tools to give your child the best start in life. Explore our Early Years section to nurture your child's growth and development.
Guidance and resources to help you support your child’s early learning and development at home.
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Speak with our trained advisors for expert advice on parenting and early education challenges.
Interactive sessions to equip parents with practical strategies for supporting young children's learning and well-being.
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The primary school years are a crucial time for your child’s growth, learning, and development. As a parent, your role in supporting their education and well-being is more important than ever. This section provides guidance, resources, and practical support to help you navigate your child’s school journey.
From understanding the curriculum to building positive study habits and supporting emotional well-being, we’re here to help. Explore our parent support services, confidential helpline, and engaging workshops and training designed to equip you with the knowledge and confidence to support your child’s learning and development.
“The NPC workshops on play-based learning gave us amazing ideas to help our child learn at home. Highly recommend them to all parents!”
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“The NPC workshops on play-based learning gave us amazing ideas to help our child learn at home. Highly recommend them to all parents!”
“The NPC workshops on play-based learning gave us amazing ideas to help our child learn at home. Highly recommend them to all parents!”
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The post-primary years are a time of major transition, growth, and new challenges for both students and parents. As your child navigates secondary school, exams, friendships, and future career choices, your support and guidance remain essential.
This section provides practical resources to help you support your teenager’s education, emotional well-being, and future planning. Whether it’s understanding the curriculum, preparing for exams, or managing the transition to further education or employment, we’re here to help. Explore our parent support services, confidential helpline, and expert-led workshops and training designed to equip you with the knowledge and confidence to guide your teen through these important years.
Interactive sessions to equip parents with practical strategies for supporting young children's learning and well-being.
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Speak with our trained advisors for expert advice on parenting and early education challenges.
Guidance and resources to help you support your child’s early learning and development at home.
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Fáilte – Welcome to the National Parents Council (NPC)
The National Parents Council (#NPC) is the independent, parent‑run organisation that champions the rights, voices and hopes of families in every corner of Ireland. Since 1985 we’ve worked hand‑in‑hand with parents, schools and policymakers to build an education system where every child – from playgroup tot Junior Infants, all the way to Leaving Cert – feels valued, included and supported. We run a confidential helpline staffed by experienced advisers, deliver free workshops on everything from internet safety to exam stress, and train Parent Associations so they can drive positive change in their own schools. Our research and advocacy have helped shape national policies on class size, special‑needs supports, anti‑bullying measures and free schoolbooks. Whether you need quick advice, practical resources or a platform to make your voice heard, #NPC is here to back you all the way.
Your independent, parent‑led voice in Irish education
Here at #NPC we stand shoulder‑to‑shoulder with mums, dads, guardians – anyone raising a child – to make sure every young person gets the best start in life.
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Free, confidential helpline and expert advice
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Practical training and workshops from Early Years right up to Leaving Cert
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Strong national advocacy that keeps the parent voice at the heart of education policy
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Resources and tips to help you support learning, wellbeing and school engagement
Looking for guidance, community or a chance to shape change? You’re in the right place.
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