A review of Special Needs Assistant (SNA) allocations across Irish schools has been paused following significant backlash from teachers, parents and trade unions. The move comes after a proposal to revise the allocation model sparked fears of potential job losses and reduced support for students with additional needs. The initial review aimed to streamline the process, but quickly drew criticism for its potential impact on vulnerable pupils and the SNA workforce.
The Department of Education initiated the review to assess how SNA resources are distributed, with a focus on ensuring support is targeted where it is most needed. Although, the proposed changes raised concerns that the recent model would lead to a reduction in SNA positions, particularly in schools with historically high allocations. This prompted a swift and unified response from stakeholders, who argued that any cuts would negatively affect the quality of education for students requiring additional support.
Petition Gains Momentum
The concerns have been amplified by a rapidly growing online petition, which has garnered over 40,000 signatures in just a few hours. The petition calls for a halt to the proposed changes and emphasizes the vital role SNAs play in inclusive education. The Journal reports the petition highlights the essential support SNAs provide to students and the potential disruption caused by any reduction in staffing levels.
Union Calls for Clarity
Fórsa, the trade union representing over 18,000 education workers including SNAs, has also voiced its concerns and is seeking clarification on the proposed changes. Fórsa has emphasized the need for a transparent and consultative process, ensuring that the voices of SNAs and their representatives are heard. Andy Pike, Fórsa’s head of education, previously highlighted the anxieties SNAs face each year awaiting allocation decisions, noting the “inherent insecure employment” within the sector.
The Irish Times reported on September 25, 2025, that SNAs often feel “unrecognised, undervalued and disrespected” within schools and by the Department of Education, and Youth. This sentiment underscores the importance of job security and fair treatment for these essential education professionals.
Previous Efforts to Enhance Job Security
Recent efforts to address job security within the SNA workforce included a new redeployment scheme introduced in April 2025. The Irish Times detailed how this scheme allows SNAs to be redeployed to schools with vacancies, ensuring they remain employed even if their original position is no longer required due to changing student needs or enrollment numbers. Minister for Education Helen McEntee stated the scheme would “increase job security for SNAs and encourage prospective SNAs to enter the workforce.”
Currently, there are over 23,000 SNAs employed in Irish classrooms, a figure that represents the largest number ever allocated, with 1,600 new posts added this year, according to the Department of Education and Youth. However, despite this increase, concerns remain regarding the long-term stability of positions and the potential for cuts through revised allocation models.
Concerns Over Inappropriate Tasks
Beyond job security, issues surrounding the appropriate employ of SNA time have also been raised. A report from September 2025, highlighted by The Irish Times, revealed that SNAs are sometimes assigned tasks considered inappropriate, such as cleaning fish tanks, gardening, and washing cars. Fórsa has argued that such assignments are “demeaning” and contribute to a sense of undervaluation among SNAs, particularly when teachers are not required to attend school when students are not present.
The minimum educational qualification required for SNAs has remained unchanged since 1979, despite the fact that many SNAs have, at their own expense, achieved a QQI Level 6 qualification. This disparity further fuels the perception of a lack of recognition for their skills and dedication.
The pause in the review of SNA allocations provides an opportunity for meaningful dialogue between the Department of Education, trade unions, and school representatives. The outcome of these discussions will be crucial in shaping the future of special education support in Ireland and ensuring that students with additional needs receive the assistance they deserve.
The next step will be to determine the timeline for resuming the review process and the extent to which stakeholder feedback will be incorporated into any revised allocation model. Continued engagement and transparency will be essential to building trust and ensuring a fair and equitable system for both SNAs and the students they support.
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