On Wednesday 24th September,  Fórsa’s head of education Andy Pike addressed the Joint Oireachtas Committee on Education and Youth on the recruitment and retention of Special Needs Assistants (SNAs), along with SNA branch chairs Carol McSherry (North Dublin North Leinster) and Catherine Quirke (Munster).

Addressing the committee, Andy said: “SNAs have built up their skills and have become a professionalised workforce, providing vital support to tens of thousands of students with additional needs. 

“However, while we have seen the role develop into a potent force for equality and accessibility, Fórsa members report feeling excluded from school life, treated as unqualified staff, and denied equal treatment compared to their teaching colleagues. 

Fórsa represents over 20,000 SNAs working in primary, post-primary and special schools, and has long fought for better recognition of the role. 

In the presentation, Andy outlined the progress to date in negotiations on the SNA national contract and the SNA Workforce Development Plan (SNAWDP), given the central role these have in meeting recruitment and retention challenges.  

On the new contract, Andy noted that the discussions have been slow, and that not enough progress has been made. He underlined that numerous outstanding items have yet to be addressed, including health and safety leave for pregnant SNAs, occupational injury arrangements and parity with teaching colleagues in respect of a range of leave entitlements including paid family illness leave, and leave for training purposes.   

Highlighting the unfairness around occupational injury arrangements, Andy said: “Commitments to apply the same terms for SNAs and teachers have simply not been met. The SNA assault leave scheme continues to cause concern as SNAs can only benefit from assistance if the injury is described as arising from ‘assault’. This places SNAs in a difficult position, when they understandably often do not want to inaccurately categorise an accident as an assault.” 

Andy continued: “It’s unfair that teachers no longer have to go through such a process, but SNAs remain locked out of the same occupational injury benefits.” 

While the contract negotiations have been slow, Andy underlined that discussions on the SNA workforce development plan have made progress. He emphasised the importance of the SNAWDP saying: “It needs to deliver genuine changes to the way SNAs are viewed, valued and treated within schools. It must recognise and acknowledge the vital role SNAs carry out and redefine the role, setting out the value SNAs bring in assisting and supporting students.” 

“This is why we’ve pushed for updated qualifications. The minimum entry requirement has not changed since 1979. Fórsa wants QQI Level 6 recognised as the new standard, reflecting the qualifications already held by most SNAs.” He said the failure to recognise the academic achievements of SNAs was demoralising, and symptomatic of the lack of recognition and respect afforded to them. 

He added: “SNAs are central to inclusive education, and to ensuring that children with additional needs can learn alongside their peers. The SNA Workforce Development Plan must deliver real change, not only in qualifications and conditions, but in how SNAs are respected as equal members of the school community. Without that respect, recruitment and retention will remain a challenge.” 

Agreement in principle on an SNA redeployment scheme has been reached, and there is also agreement on the use of 72 hours for training and continuous professional development. 

Regarding career development opportunities for SNAs, Andy told the committee that Fórsa has used the local bargaining clause within the current national pay agreement to progress a claim for SNA posts of responsibility which would provide the first promotional outlet for SNAs.  

Concluding the presentation Andy highlighted that this is a critical juncture, with a new circular on the SNA role imminent. Ending on an optimistic note he said: “In the future we hope that the role of the SNA will be seen as a professional career pathway, where staff are valued as part of the school team, with adequate Continuing Professional Development (CPD) and better terms and conditions.” 

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