Programme Fitness to Practise Statement 2026-2027 

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body (The Teaching Council). The BSc in Physical Education with Biology/Maths fitness to practise requirements are set out in this Fitness to Practise Statement. 

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct: 

• Fitness to Practise Policy¹
• Fitness to Practise Procedures¹ 
• DCU Student Fitness to Practise Frequently Asked Questions (FAQs) 
• BSc in Physical Education with Biology/Maths Placement Handbook 
• The Teaching Council’s Code of Professional Conduct for Teachers 

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise 

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.² 

2. Purpose of the DCU Fitness to Practise Policy 

The purpose of the university’s Fitness to Practise Policy,³ also referred to as ‘the Policy’, is to: 

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice; 
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern; 
• Ensure the University fulfils its responsibility to its students, placement host institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body;  
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and 
• Manage risk and protect the public, service users and placement providers. 

3. Purpose of the BSc in Physical Education with Biology/Maths Programme DCU Fitness to Practise Statement 

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the BSc in Physical Education with Biology/Maths programme about the specific standards of behaviour and professionalism required in the context of their programme of study. This statement does not replace the DCU Fitness to Practise Policy or Procedures; rather, it identifies how the principles and requirements of those documents apply within the context of the Physical Education with Biology/Maths programmes. 

Students enrolled in the BSc in Physical Education with Biology/Maths programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement prior to commencing the Placement or at the commencement of the relevant academic year. 

4. Approval of the BSc in Physical Education with Biology/Maths programme 

DCU Fitness to Practise Statement This BSc in Physical Education with Biology/Maths programme Fitness to Practise Statement was approved by the BSc in Physical Education with Biology/Maths Programme Board and it was referred thereafter to the Institute of Education Faculty Teaching and Learning Committee for final approval. It has been confirmed to Academic Council that this BSc in Physical Education with Biology/Maths programme is subject to the DCU Student Fitness to Practise Policy. 

5. Fitness to Practise Principles  

The role of the teacher is to educate. The following ethical values underpin the standards of teaching, knowledge, skill, competence and conduct as set out in the Teaching Council’s Code of Professional Conduct.⁴  The key values are Respect, Care, Integrity and Trust.  

The Teaching Council sets out the following standards that apply to all registered teachers regardless of their position. 

• Professional Values and Relationships  
• Professional Integrity  
• Professional Conduct 
• Professional Practise 
• Professional Development 
• Professional Collegiality and Collaboration 

Further, students are expected to: 

• conduct themselves professionally and respectfully towards pupils, cooperating teachers, university staff, peers and other placement personnel; 
• maintain appropriate professional boundaries with pupils and other members of the school community; 
• comply with school/placement policies, procedures and reasonable instructions; 
• comply with DCU Garda vetting requirements; 
• demonstrate appropriate preparation, punctuality, attendance and reliability; 
• communicate appropriately and professionally, including through digital and social media platforms; 
• maintain confidentiality and respect data protection requirements; 
• demonstrate appropriate awareness of safeguarding and child protection responsibilities; 
• act within the limits of their knowledge, skills and competence; 
• respond appropriately to feedback and demonstrate a willingness to reflect and develop professionally; 
• disclose circumstances that may reasonably affect their ability to participate safely and effectively in programme or placement activities. Students who wish to disclose a circumstance that may affect their ability to participate safely and effectively in programme or placement activities may contact the Programme Chair. Concerns can also be raised confidentially with the Student Support and Development services within DCU. 

6. Fitness to Practise Causes/Circumstances of Concern  

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the BSc in Physical Education with Biology/Maths programme unfit to practise may relate to 

• Student health and wellbeing 
• Personal circumstances 
• Professional conduct 
• Academic engagement with the programme  
• Engagement with professional placement requirements 

Please note this list is not exhaustive. 

7. Fitness to Practise Procedures 

The purpose of the Fitness to Practise process is to support students to identify and address concerns where possible, while ensuring the safety and wellbeing of students, pupils, placement providers and other members of the university and school communities. The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.⁵  Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.    

8. Student Declaration 

Prior to the commencement of the academic year or participating in placement, students enrolled in the BSc in Physical Education with Biology/Maths programme, along with relevant academic and professional staff, will receive a briefing on the DCU Fitness to Practise Policy and Procedures, this programme Student Fitness to Practise Statement and the Teaching Council Code of Professional Conduct. 

Every student is required to formally acknowledge, in the manner specified by the University, that they have reviewed, understood and agree to comply with 5  Student Fitness to Practise Procedures the DCU Fitness to Practise Policy and Procedures and the Fitness to Practise Statement for the BSc in Physical Education with Biology/Maths programme.  

1. DCU Office of the Vice President for Academic Affairs Fitness to Practise webpage 

2. DCU Office of the Vice President for Academic Affairs Fitness to Practise webpage

3. The commonly used acronym for Fitness to Practise is “FTP”

4. The Teaching Council Code of Professional Conduct, pg 6

5. Student Fitness to Practise Procedures 

Programme Fitness to Practise Statement 2026-2027

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body (Athletic Rehabilitation Therapy Ireland (ARTI)). The BSc in Athletic Therapy and Training and Integrated MSc in Athletic Training and Strength & Conditioning fitness to practise requirements are set out in this Fitness to Practise Statement. 

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct: 

• Fitness to Practise Policy¹ 
• Fitness to Practise Procedures¹ 
• DCU Student Fitness to Practise Frequently Asked Questions (FAQs) 
• DCU Athletic Therapy and Training Clinical Experience Education Handbook 
• DCU Garda Vetting Policy 
• DCU Student Code of Conduct and Code of Discipline 
• ARTI Scope of Practise  
• ARTI Code of Ethics  
• PHECC Guidelines for CFR-A and EFR 

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise 

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely¹ and effectively, a programme that includes elements of professional practise, experiential learning, or clinical practise.² 

2. Purpose of the DCU Fitness to Practise Policy 

The purpose of the university’s Fitness to Practise Policy,3 also referred to as ‘the Policy’, is to: 

• Support students in the attainment of the attributes, competencies and standards which are required for professional practice, experiential learning, or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern; 
• Ensure the University fulfils its responsibility to its students, placement host institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body;  
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practice, experiential learning, or clinical practice; and  
• Manage risk and protect the public, service users and placement providers. 

3. Purpose of the BSc in Athletic Therapy and Training and Integrated MSc in Athletic Therapy and Strength & Conditioning programmes DCU Fitness to Practise Statement 

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the BSc in Athletic Therapy and Training programme or Integrated MSc in Athletic Therapy and Strength & Conditioning programme about the specific standards of behaviour and professionalism required in the context of their programme of study.  

Students enrolled on the programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement prior to commencing placement or at the commencement of the relevant academic year. 

4. Approval of the BSc in Athletic Therapy and Training and Integrated MSc in Athletic Therapy and Strength & Conditioning programmes DCU Fitness to Practise Statement 

This Fitness to Practise Statement was approved by the BSc in Athletic Therapy and Training and Integrated MSc in Athletic Therapy and Strength & Conditioning Programme Board and it was referred thereafter to the Faculty of Science and Health Teaching and Learning Committee for final approval. 

It has been confirmed to Academic Council that the BSc in Athletic Therapy and Training and Integrated MSc in Athletic Therapy and Strength & Conditioning programmes are subject to the DCU Student Fitness to Practise Policy. 

5. Fitness to Practise Principles  

The role of the student athletic therapist is the assessment, prevention, treatment and rehabilitation of neuromusculoskeletal injuries and/or conditions. The BSc in Athletic Therapy and Training and Integrated MSc in Athletic Therapy and Strength & Conditioning programmes are accredited by the regulatory body for the profession, Athletic Rehabilitation Therapy Ireland (ARTI).  

The ARTI Scope of Practice⁴ outlines that a student athletic therapist is eligible to practise under supervision within the scope of five main domains: 

1. Prevention of injuries and illnesses associated with sport, physical activity and the workplace 

    

2. Evaluation of neuromusculoskeletal injuries, including comprehensive examination and assessment; interpretation of findings to support clinical decision-making; formulation of diagnosis and prognosis; and development of patient-centered outcomes and management plans. 

    

3. Acute care of injuries and illnesses associated with sport, physical activity and the workplace 

    

4. Management, treatment, rehabilitation and reconditioning of neuromusculoskeletal injuries and illness including exercise therapy, therapeutic modalities, and the facilitation of safe return to activities of daily living and sport 

    

5. Professional responsibility and continual professional education 

The ARTI Code of Ethics⁵ states the principles of ethical behaviour that should be followed in the clinical practice of all ARTI members:  

1. Shall respect the rights, welfare, and dignity of all. 

    

2. Shall comply with the laws and regulations governing the practice of neuromusculoskeletal management in physical activity. 

    

3. Shall maintain and promote high standards in their provision of services. 

    

4. Shall not engage in conduct that could be construed as a conflict of interest or that reflects negatively on the profession. 

    

5. Shall accept responsibility for their scope of practice as part of a multidisciplinary team responsible for the healthcare of the physically active. 

6. Fitness to Practise Causes/Circumstances of Concern  

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the BSc in Athletic Therapy and Training and Integrated MSc in Athletic Therapy and Strength & Conditioning programmes unfit to practise may relate to: 

• Student health and wellbeing 
• Personal circumstances 
• Professional conduct 
• Vaccination status  

Please note this list is not exhaustive. 

7. Fitness to Practise Procedures 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.⁶ Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.    

8. Student Declaration 

Prior to the commencement of the academic year or participating in placement, students enrolled in the BSc in Athletic Therapy and Training and Integrated MSc in Athletic Therapy and Strength & Conditioning programmes, along with relevant academic and professional staff, will receive a briefing on the DCU Fitness to Practise Policy and Procedures, this programme Student Fitness to Practise Statement and the ARTI Scope of Practice and Code of Ethics.  

Every student is required to formally acknowledge in writing that they have reviewed, understood, and accepted the DCU Fitness to Practise Policy and Procedures and the Fitness to Practise Statement for the BSc in Athletic Therapy and Training and Integrated MSc in Athletic Therapy and Strength & Conditioning programmes.  

1. DCU Office of the Vice President for Academic Affairs Fitness to Practise webpage

2. DCU Office of the Vice President for Academic Affairs Fitness to Practise webpage

3. The commonly used acronym for Fitness to Practise is “FTP”

4. ARTI Scope of Practice

5. ARTI Code of Ethics

6. Student Fitness to Practise Procedures

Programme Fitness to Practise Statement 2026-2027 

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations, supplementing those established by the relevant professional regulatory body. The programme-specific requirements in relation to the BSc Nursing programme are set out in this Fitness to Practise Statement. 

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct: 

• Fitness to Practise Policy¹ 
• Fitness to Practise Procedures¹ 
• DCU Student Fitness to Practise Frequently Asked Questions (FAQs) 
• DCU Student Code of Conduct and Code of Discipline 
• BSc Nursing Programme Handbook 
• NMBI Code of Professional Conduct and Ethics for Registered Nurses and Registered Midwives (2025) 

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise 

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.  

2. Purpose of the DCU Fitness to Practise Policy 

The purpose of the university’s Fitness to Practise Policy,² also referred to as ‘the Policy’, is to: 

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern; 
• Ensure the University fulfils its responsibility to its students, placement host institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body;  
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and  
• Manage risk and protect the public, service users and placement providers. 

3. Purpose of the BSc Nursing programme DCU Fitness to Practise Statement 

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the BSc Nursing programme concerning the specific standards of conduct, behaviour and professional values required in the context of their programme of study.  

Students enrolled on the BSc Nursing programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement prior to commencing the Placement or at the commencement of the relevant academic year. 

4. Approval of the BSc Nursing programme 

DCU Fitness to Practise Statement This BSc Nursing programme Fitness to Practise Statement was approved by the BSc Nursing Programme Board and it was referred thereafter to the Faculty Teaching and Learning Committee for final approval. It is confirmed to Academic Council that this BSc Nursing programme is subject to the DCU Student Fitness to Practise Policy. 

5. Fitness to Practise Principles  

In line with the Nursing and Midwifery Board of Ireland (NMBI) Code of Professional Conduct and Ethics (2025), BSc Nursing students are expected to ground their academic, clinical, and professional behaviour in six fundamental core principles: 

• Respect: Valuing the dignity, rights, culture, and individual choices of all people, families, and interdisciplinary team members, promoting inclusion while actively avoiding discrimination or bias. 
• Accountability: Accepting personal responsibility for all academic and clinical decisions, actions, and omissions, and delivering safe care within the student scope of practice. 
• Competence: Maintaining and updating professional knowledge, clinical skills, and evidence-based practice through continuous self-assessment and reflective learning. 
• Trust: Building reliable relationships through honesty, integrity, strict confidentiality, and upholding public confidence in the nursing profession. 
• Collaboration: Working cooperatively with interdisciplinary teams, people, and academic staff to achieve safe, person-centred care. 
• Leadership: Demonstrating proactive professionalism, advocating for safe practice, supporting peers, and acting as a positive professional role model. 

6. Fitness to Practise Standards 

The NMBI Code of Professional Conduct and Ethics for Registered Nurses and Registered Midwives (2025, p7) outlines the key ethical principles and defines indicators for professionalism in nursing. Students undertaking the BSc Nursing programme are required to adhere these standards which are outlined below: 

Key ethical principles 

• Autonomy: Respecting individuals’ rights to make informed decisions. 
• Beneficence: Acknowledging individuals’ will and preference. 
• Non-maleficence: Avoiding harm and prioritising safety. 
• Justice: Ensuring fairness and advocating for vulnerable individuals. 
• Fidelity: Maintaining trust and honouring commitments. 
• Veracity: Being truthful in all communications. 
• Privacy: Respecting individuals’ right to privacy. 
• Confidentiality: Protecting individuals’ information. 

Professionalism in nursing and midwifery 

• Competence: Maintaining the necessary skills and knowledge.
• Respect: Treating all individuals with respect. 
• Ethical practice: Adhering to ethical standards and prioritising public safety.  
• Dignity: Respecting the inherent worth and autonomy of all individuals. 
• Collaboration: Working effectively with other professionals. 
• Integrity: Upholding honesty and ethics. 
• Leadership: Influencing positive change. Empathy: Providing sensitive, respectful care that is tailored to individual needs. 
• Accountability: Being responsible for one’s actions. 
• Advocacy: Supporting individuals in expressing their will and preferences. 
• Compassion: Providing care with kindness and understanding. 

Other programme requirements 

To maintain eligibility for practice placement and satisfy professional regulatory requirements, students must complete and maintain the following:  

• Garda Vetting: Satisfactory clearance via the National Vetting Bureau prior to placement commencement.  
• Occupational Health & Vaccinations: Completion of required health assessments and mandatory vaccination/immunisation schedules.  
• Mandatory Training: Timely completion of mandatory certifications (e.g., BLS, Manual Handling, Children First). 
• Self-Declaration of Health and Resilience: Prompt notification to the Programme Chair of any health conditions or personal circumstances that may impair safe practice. 

7. Fitness to Practise Causes/Circumstances of Concern  

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the BSc in Nursing programme unfit to practise may relate to: 

• Student health and wellbeing 
• Personal circumstances 
• Professional conduct 
• Failure to comply with attendance requirements 

Please note this list is not exhaustive.  

8. Fitness to Practise Procedures 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at (Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.³  Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.    

9. Student Declaration 

Prior to the commencement of the academic year or participating in placement, students enrolled in the BSc Nursing programme, along with relevant academic and professional support staff, will receive a briefing on the DCU Fitness to Practise Policy and Procedures, this programme Student Fitness to Practise Statement and the NMBI Code of Professional Conduct and Ethics for Registered Nurses and Registered Midwives (2025).  

Every student is required to formally acknowledge in writing that they have reviewed, understood, and accepted the DCU Fitness to Practise Policy and Procedures and the Fitness to Practise Statement for the BSc in Nursing.  

1. DCU Office of the Vice President for Academic Affairs Fitness to Practise webpage

2. The commonly used acronym for Fitness to Practise is “FTP”

3. Student Fitness to Practise Procedures 

Programme Fitness to Practice Statement 2026-2027 

All programmes subject to the Dublin City University (DCU) Fitness to Practice Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body. Peer Support does not currently have a professional regulatory body. The Certificate in Peer Support Working in Mental Health fitness to practice requirements are set out in this Fitness to Practice Statement. 

This Fitness to Practice Statement should be read in conjunction with the following policies, procedures and guidelines, as well as all other related regulations of the University and the relevant organisational codes of professional conduct: 

• Fitness to Practise Policy¹ 
• Fitness to Practise Procedures¹ 
• DCU Student Fitness to Practise Frequently Asked Questions (FAQs) 
• DCU Student Code of Conduct and Code of Discipline 
• Certificate in Peer Support Working in Mental Health Student Handbook 

1. DCU Fitness to Practice Policy - Definition of Fitness to Practice 

Fitness to Practice means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, within a programme that includes elements of professional practice, experiential learning, or practice. 

2. Purpose of the DCU Fitness to Practice Policy 

The purpose of the University's Fitness to Practice Policy, also referred to as 'the Policy', is to: 

• Support students in the attainment of the attributes, competencies and standards which are required for professional practice, experiential learning, or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practice is a cause for concern;
• Ensure the University fulfils its responsibility to its students, placement host institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body; 
• Provide a framework to effectively identify, manage, and resolve fitness to practice issues which may arise during a student's programme of study or professional practice, experiential learning, or clinical practice; and 
• Manage risk and protect the public, people who access services and placement providers. 

3. Purpose of the Certificate in Peer Support Working in Mental Health Programme Fitness to Practice Statement 

The purpose of this Fitness to Practice Statement is to provide clear information to students enrolled on the Certificate in Peer Support Working in Mental Health about the specific standards of behaviour and professionalism required in the context of their programme of study and the profession of peer support working in mental health. 

Students enrolled on the Certificate in Peer Support Working in Mental Health programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement prior to commencing the Placement or at the commencement of the relevant academic year. 

4. Approval of the Certificate in Peer Support Working in Mental Health Programme Fitness to Practise Statement 

This Certificate in Peer Support Working in Mental Health programme Fitness to Practise Statement was approved by the Certificate in Peer Support Working in Mental Health Programme Board, and it was referred thereafter to the Faculty Teaching and Learning Committee for final approval. It is confirmed to Academic Council that this Certificate in Peer Support Working in Mental Health programme is subject to the DCU Student Fitness to Practise Policy. 

5. Fitness to Practise Principles 

The role of Peer Support Workers both Peer Support Workers (drawing on the experiential knowledge of mental health distress or recovery) and Family Peer Supporters (drawing on experiential knowledge supporting a family member or loved one) is to offer voluntary, mutual, relationship-based support through sharing of human experiences. These principles are drawn from the Quality Rights Guidance (World Health Organisation, 2019)² and Family Peer Support Work (Pachowicz and Goffe, 2024)³. Peer support working (PSW) is used for both family and peer support workers unless otherwise specified.   

Voluntary participation and supporting choice 

Peer support is completely voluntary, allowing people to freely give, receive, change, or stop peer support to enable authentic trust and connection. Peer Supporters must never force participation in any service or program and work to support personal choice. Peer Support Workers can decline a match if their personal approach or expertise is not a match and in that instance may suggest another peer support worker.  

Sharing lived experience 

PSW share some of their lived experience as tool to support normalisation, validation of human experiences, and to promote dignity, autonomy and rights. In practice, peer and family peer workers use their experiential knowledge to build equal relationships based on power sharing, mutuality,and to show that multiple pathways to healing exist. PSW strategically share to validate others, combat institutional stigma, and champion informed consent rather than storytelling. Sharing must be separate to clinical reporting structures in order to support authentic relationships. The PSW must be supported by formal training on sharing lived experience and have access to appropriate supervision and support to protect from vicarious trauma and burnout.   

Mutuality and reciprocity 

PSW relationships are built on shared, equal human experiences rather than a clinical hierarchy. Both people learn and grow together through mutual and reciprocal connection and relationships.  

Empowerment 

PSW value and honours autonomy. Individuals and family members are supported in directing their own recovery, identifying their personal goals, and making their own lifestyle choices. The PSW supports this by being authentic and working with integrity.   

Hope and recovery  

PSW believe recovery is achievable. They serve as living proof that individuals and families can overcome profound challenges. PSW hold hope in times of hopeless with others and work to reframe obstacles as opportunities for personal transformation. 

Rights and respect 

PSW value and respect a person's unique background, cultural identity, and individual worldview. PSW honour each personal journey it unfolds with empathy and compassion while upholding the rights, dignity and autonomy of the person they are supporting.   

Inclusivity, non-judgmental and safe space 

PSWs create safe, welcoming, inclusive, and accessible physical and psychological spaces. PSWs work to ensure that people feel included validated and understood. PSWs actively champion inclusion. PSWs practice safely and effectively within legal, ethical boundaries exercising a duty of care to others.  

Boundaries 

Peer support boundaries are relational and flexible. PSWs clearly communicate clear boundaries to ensure the relationship remains safe, reliable, and supportive and fostering self-determination and not creating dependency. PSWs step back giving direct advice or solving problems; instead, they walk alongside, listening to understand and supporting people to build their own authentic solutions. PSWs intentionally pivot away from a deficit focus to look at what the individual or family already does well; they actively identify, honour, and build upon their existing resilience, skills, and community assets. 

Integrity 

PSWs are honest and trustworthy in practice, records, and dealings with the programme; recognising personal responsibility and professional accountability for actions; and being able to justify the professional decisions made. 

Trust and confidentiality 

PSWs understand and respect confidentiality, understanding the limits of confidentiality, and hold what they are told in a way that sustains peer support relationship and public confidence in the profession. 

Self-awareness and self-care 

PSWs work to recognise the impact of their own values and life experiences on their practice and manage that impact appropriately; they manage personal emotional responses, vicarious trauma and burnout; and are aware of and take responsibility for managing personal health and wellbeing. 

6. Fitness to Practise Standards 

The standards below apply to all students on the Certificate in Peer Support Working in Mental Health, in the University, on placement, in supervision, and in any setting in which you are identifiable as a peer support worker in training.  

Professional values and relationships 

• Act with integrity with people who access services, colleagues and members of the public, respecting their rights, dignity, and autonomy. 
• Practise in a non-discriminatory and culturally humble manner, respecting differences in beliefs and cultural practices. 
• Establish, sustain, and appropriately conclude relationships, maintaining professional and ethical boundaries. 
• In the relationship, regularly check with people that the peer support relationship is working.    

Professional integrity 

• Be truthful in all records, logs, portfolios, declarations, and applications submitted to the programme, to placements, to supervisors. 
• Do not falsify, inflate, or misrepresent placement or supervision hours, attendance, or supervisor signatures. 
• Do not fabricate or materially alter information presented in case studies or portfolio work. 
• Disclose errors and near-misses in your own practice to your supervisor promptly, utilising supervisor and peer frameworks to learn safely from mistakes. 

• Recognise personal responsibility and professional accountability for your actions and be able to justify your professional decisions.

    

Professional conduct 

• Conduct yourself in a manner consistent with ethical and professional standards across all settings: in placement, at the University, among peers, and in the wider public domain, including online. 
• Advise every person that you are a peer support worker in training and what that means.  
• Do not describe yourself, in any setting including online, in a way that implies you are fully qualified or accredited when you are not. 
• If you are not employed by the organisation in which you are undertaking a DCU placement. Do not accept direct payment from clients or from the placement organisation for peer support work undertaken as part of the programme. 
• Do not post, share, or discuss any material relating to a person you are working with, a placement, or the content of peer groups, supervision, however anonymised you believe it to be, outside of the placement or class.  
• Comply with the policies, procedures, and ethical codes of your placement provider.  Professional practice 
• Practise within the limits of your competence, identifying when to seek advice, supervision, support networks, access additional expertise, or make a referral. 
• Maintain records and notes that are accurate, contemporaneous, professionally expressed, and compliant with confidentiality and data protection requirements in conjunction with the person you are working with.  
• Understand and apply the limits of confidentiality, particularly in relation to child protection, adults who may be vulnerable, and elder abuse, and comply with the Children First Act 2015 and the DCU Child Protection Framework. 
• Obtain informed consent where appropriate.  
• Apply remote and virtual delivery methods safely and in a manner that protects privacy and confidentiality.  
• Take responsibility for managing your own workload, balancing placement alongside academic demands, peer commitments, and personal well-being.  

Professional development 

• Engage in and take active responsibility for your professional development and personal growth. 
• Attend and sustain weekly organisational supervision, tripartite portfolio supervision and group supervision in DCU.  
• Use supervision and peer support spaces honestly, bringing difficult, uncertain, and error to them in a timely way, while remaining open to constructive challenge and feedback. 
• Evaluate and reflect critically on your own practice; critically examine your own biases, blind spots, values, and transference/mutual transference and their influence on the relationship. 
• Recognise and actively manage personal emotional responses, vicarious trauma, and burnout by drawing on peer supervision, self-care, and peer support networks.  

Professional collegiality and class support 

• Communicate clearly, empathetically, and respectfully with people you are supporting, placement colleagues, supervisors, classmates, and programme staff, maintaining timely responses to communications. 
• Work collaboratively and supportively with classmates respecting organisational structures, protocols, and mutual learning environments. 
• Cultivate a safe, supportive class learning environment grounded in trust, respect, and mutual containment. 
• Treat everything disclosed in group supervision, or classmate presentations as strictly confidential to that group. Do not repeat, discuss, or refer to shared disclosures outside the group, including with other students, partners, friends, or online. This obligation continues after the group ends and after graduation. 

Safety and wellbeing 

• Identify, evaluate, and respond to risk, including risk of suicide and of harm to self or others; implement appropriate safety planning; and escalate concerns in line with professional and legislative guidance, supervisor input, and placement protocols.
• Report incidents, near-misses, and errors promptly and honestly to your supervisor and placement, utilising available support systems to debrief safely. 
• Comply with health and safety legislation and placement safety procedures to establish safe environments for practice. 
• Do not undertake placement work while your judgement or capacity is materially impaired by illness, exhaustion, acute personal distress, alcohol, or any other substance; proactively communicate with supervisors or programme staff to seek support during times of crisis.  

Other programme requirements 

• Garda Vetting must be completed before commencing peer support working, with revetting where required. You must notify the Certificate in Peer Support Working in Mental Healthimmediately of any criminal charge, conviction, or caution arising during the programme. 
• You must complete mandatory training within your organisation before working as a peer support worker.  
• You must self-declare, promptly and without waiting to be asked, any change in your circumstances, health, or conduct that may affect your capacity to practise safely. Timely self-declaration is regarded as evidence of professional maturity, selfawareness, and insight, not as an admission of failure. Concealment of a material change is itself a fitness to practise matter. 

7. Fitness to Practise Causes / Circumstances of Concern 

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the Certificate in Peer Support Working in Mental Health programme unfit to practise may relate to: 

• Student health and wellbeing 
• Personal circumstances 
• Professional conduct 
• Failure to comply with attendance requirements 

*Please note this list is not exhaustive. 

8. Fitness to Practise Procedures 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at (Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.⁴  Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.   

9. Student Declaration 

Prior to the commencement of the academic year or participating in placement, students enrolled in the Certificate in Peer Support Working in Mental Health programme, along with relevant academic and professional support staff, will receive a briefing on the DCU Fitness to Practise Policy and Procedures and this programme Student Fitness to Practise Statement.  

Every student is required to formally acknowledge in writing that they have reviewed, understood, and accepted the DCU Fitness to Practise Policy and Procedures and the Fitness to Practise Statement for the Certificate in Peer Support Working in Mental Health.  

1. DCU Office of the Vice President for Academic Affairs Fitness to Practise webpage

2. WHO QualityRights guidance module 

3. FAMILY PEER SUPPORT WORK A Review of Irish & International Literature

4. Student Fitness to Practise Procedures 

Programme Fitness to Practise Statement 2026-2027 

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations, supplementing those established by the relevant professional regulatory body. The programme-specific requirements in relation to the Higher Diploma in Children’s Nursing (PRCN) programme are set out in this Fitness to Practise Statement. 

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct: 

• Fitness to Practise Policy¹ 
• Fitness to Practise Procedures¹ 
• DCU Student Fitness to Practise Frequently Asked Questions (FAQs) 
• DCU Student Code of Conduct and Code of Discipline 
• Higher Diploma in Children’s Nursing Student Handbook 
• NMBI Code of Professional Conduct and Ethics for Registered Nurses and Registered Midwives (2025) 

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise 

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work. 

2. Purpose of the DCU Fitness to Practise Policy 

The purpose of the university’s Fitness to Practise Policy², also referred to as ‘the Policy’, is to: 

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice; 
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern; 
• Ensure the University fulfils its responsibility to its students, placement host institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body;  
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and  
• Manage risk and protect the public, service users and placement providers. 

3. Purpose of the Higher Diploma in Children’s Nursing (PRCN) programme DCU Fitness to Practise Statement 

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolling on the Higher Diploma in Children’s Nursing (PRCN) programme concerning the specific standards of behaviour and professionalism required in the context of their programme of study.  

Students enrolling on the Higher Diploma in Children’s Nursing (PRCN) programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement at the commencement of the relevant academic year prior to commencing clinical Placement. 

4. Approval of the Higher Diploma in Children’s Nursing (PRCN) programme DCU Fitness to Practise Statement 

This Higher Diploma in Children’s Nursing (PRCN) programme Fitness to Practise Statement was approved by the Higher Diploma in Children’s Nursing (PRCN) programme Board and it was referred thereafter to the Faculty Teaching and Learning Committee for final approval. It is confirmed to Academic Council that the Higher Diploma in Children’s Nursing (PRCN) programme is subject to the DCU Student Fitness to Practise Policy. 

5. Fitness to Practise Principles  

The NMBI Code of Professional Conduct and Ethics for Registered Nurses and Registered Midwives defines Compassion, Care and Commitment as the core foundational values which shape professional integrity and shape quality of nursing care. The following six principles, which are integral to the Higher Diploma in Children’s Nursing (PRCN) programme, underpin the NMBI Code Professional Conduct and Ethics: 

• Respect: Valuing the dignity, rights, culture, and individual choices of all people, families, and interdisciplinary team members, promoting inclusion while actively avoiding discrimination or bias. 
• Accountability: Accepting personal responsibility for all academic and clinical decisions, actions, and omissions, and delivering safe care within the student scope of practice. 
• Competence: Maintaining and updating professional knowledge, clinical skills, and evidence-based practice through continuous self-assessment and reflective learning. 
• Trust: Building reliable relationships through honesty, integrity, strict confidentiality, and upholding public confidence in the nursing profession. 
• Collaboration: Working cooperatively with interdisciplinary teams, people, and academic staff to achieve safe, person-centred care. 
• Leadership: Demonstrating proactive professionalism, advocating for safe practice, supporting peers, and acting as a positive professional role model. 

6. Fitness to Practise Standards 

The NMBI Code of Professional Conduct and Ethics for Registered Nurses and Registered Midwives (2025, p7) outlines the key ethical principles and defines indicators for professionalism in nursing. Students undertaking the Higher Diploma in Children’s Nursing (PRCN) programme are required to adhere these standards which are outlined below: 

Key ethical principles 

• Autonomy: Respecting individuals’ rights to make informed decisions. 
• Beneficence: Acknowledging individuals’ will and preference. 
• Non-maleficence: Avoiding harm and prioritising safety. 
• Justice: Ensuring fairness and advocating for vulnerable individuals. 
• Fidelity: Maintaining trust and honouring commitments. 
• Veracity: Being truthful in all communications. 
• Privacy: Respecting individuals’ right to privacy. 
• Confidentiality: Protecting individuals’ information. 

Professionalism in nursing and midwifery  

• Competence: Maintaining the necessary skills and knowledge. 
• Respect: Treating all individuals with respect.  
• Ethical practice: Adhering to ethical standards and prioritising public safety.   
• Dignity: Respecting the inherent worth and autonomy of all individuals. 
• Collaboration: Working effectively with other professionals.  
• Integrity: Upholding honesty and ethics.  
• Leadership: Influencing positive change.  
• Empathy: Providing sensitive, respectful care that is tailored to individual needs.  
• Accountability: Being responsible for one’s actions.  
• Advocacy: Supporting individuals in expressing their will and preferences. 
• Compassion: Providing care with kindness and understanding. 

Other programme requirements 

Prior to commencing clinical placements students enrolled on the Higher Diploma in Children’s Nursing (PRCN) Programme are subject to successful completion of the following mandatory requirements: 

• Garda Vetting 
• Mandatory online training (e.g. defined HSEland modules) 
• Mandatory in-person training (e.g. People moving and handling, Basic Life Support) 
• Occupational Health Assessment and defined vaccinations   

7. Fitness to Practise Causes/Circumstances of Concern  

It is acknowledged that issues impairing fitness to practise are wide ranging. Breaches of any of the ethical or professional principles outlines in sections 5 and 6 may result in implementation of Fitness to Practice Procedures. Examples of areas of concern or circumstances which might render a student enrolled on the Higher Diploma in Children’s Nursing (PRCN) programme unfit to practice include, but are not limited to, the following: 

8. Fitness to Practise Procedures 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at (Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.³  Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.

• Student health and wellbeing 
• Personal circumstances 
• Professional conduct 
• Failure to comply with attendance requirements Please note this list is not exhaustive. 

9. Student Declaration 

Upon commencement of the academic year, and prior to participating in clinical placement, students enrolling in the Higher Diploma in Children’s Nursing (PRCN) programme will receive a briefing on the DCU Fitness to Practise Policy and Procedures, the PRCN programme Student Fitness to Practise Statement, and the Code of Professional Conduct and Ethics for Registered Nurses and Registered Midwives (The Nursing and Midwifery Board of Ireland, 2025).  

Every student is required to formally acknowledge in writing that they have reviewed, understood, and accepted the DCU Fitness to Practise Policy and Procedures and the Fitness to Practise Statement for the PRCN programme. 

1. DCU Office of the Vice President for Academic Affairs Fitness to Practise webpage

2. The commonly used acronym for Fitness to Practise is “FTP”

3. Student Fitness to Practise Procedures 

Programme Fitness to Practise Statement 2026-2027 

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body (CORU, Ireland’s Health and Social Care Regulator). The MSc in Physiotherapy fitness to practise requirements are set out in this Fitness to Practise Statement. 

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct: 

• Fitness to Practise Policy¹ 
• Fitness to Practise Procedures¹ 
• DCU Student Fitness to Practise Frequently Asked Questions (FAQs) 
• DCU MSc in Physiotherapy Programme Specific Regulations 
• DCU MSc in Physiotherapy Student Handbook 
• DCU MSc in Physiotherapy Practice Education Handbook; 
• CORU Physiotherapists Registration Board Code of Professional Conduct and Ethics  

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise 

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.² 

2. Purpose of the DCU Fitness to Practise Policy 

The purpose of the university’s Fitness to Practise Policy,³ also referred to as ‘the Policy’, is to: 

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice; 
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern; 
• Ensure the University fulfils its responsibility to its students, placement host institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body;  
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and  
• Manage risk and protect the public, service users and placement providers. 

3. Purpose of the MSc in Physiotherapy programme DCU Fitness to Practise Statement 

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the MSc in Physiotherapy programme about the specific standards of behaviour and professionalism required in the context of their programme of study.  

Students enrolled on the MSc in Physiotherapy programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement  prior to commencing the Placement or at the commencement of the relevant academic year. 

4. Approval of the MSc in Physiotherapy programme DCU Fitness to Practise Statement 

This MSc in Physiotherapy programme Fitness to Practise Statement was approved by the MSc in Physiotherapy Programme Board, with final approval by Faculty Teaching and Learning Committee.  

It has been confirmed to Academic Council that this MSc in Physiotherapy programme is subject to the DCU Student Fitness to Practise Policy. 

5. Fitness to Practise Principles  

The Fitness to Practice Principles for the MSc in Physiotherapy Programme are underpinned by the CORU Physiotherapists Registration Board (PRB) Code of Professional Conduct and Ethics for Physiotherapists, which specifies the standards of ethical behaviours and conduct that the public expects from Physiotherapists, grouped under three categories: 

Conduct 

• Act in the best interests of service users  
• Respect the confidentiality and privacy of service users  
• Maintain high standards of personal conduct and behaviour  
• Use social media responsibly  
• Comply with obligations regarding registration 

Performance 

• Address health issues related to your fitness to practise  
• Obey laws, regulations and guidelines  
• Comply with requirements for the protection of children and vulnerable adults  
• Act within the limits of your knowledge, skills, competence and experience  
• Keep your professional knowledge and skills up to date  
• Obtain consent from service users  
• Assess service users’ capacity to consent where necessary 
• Communicate effectively with service users and others involved in their care  
• Act in accordance with the principles of open disclosure  
• Assist, advise and support colleagues, recently qualified registrants and students  
• Teach, supervise and assess students and other professionals 
• Supervise tasks that you delegate to others 
• Keep accurate records  
• Assess health, safety and welfare risks  
• Raise concerns about safety and quality of care  
• Maintain adequate professional indemnity insurance 

Ethics  

• Demonstrate ethical awareness  
• Respect the rights and dignity of service users  
• Avoid conflicts of interest  
• Undertake research in an ethical manner  
• Make sure that any advertising is truthful, accurate, lawful and not misleading 

6. Fitness to Practise Causes/Circumstances of Concern  

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the MSc in Physiotherapy programme unfit to practise may relate to 

• Student health and wellbeing 
• Personal circumstances 
• Professional conduct 
• Failure to comply with attendance requirements 
• Garda vetting 

Please note this list is not exhaustive. 

7. Fitness to Practise Procedures 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at (Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.⁴  Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.    

8. Student Declaration 

Prior to participating in placement, students enrolled in the MSc in Physiotherapy programme, along with relevant academic and professional staff, will receive a briefing on the DCU Fitness to Practise Policy and Procedures, this programme Student Fitness to Practise Statement and the CORU Physiotherapists Registration Board (PRB) Code of Professional Conduct and Ethics for Physiotherapists.  

Every student is required to formally acknowledge in writing that they have reviewed, understood, and accepted the DCU Fitness to Practise Policy and Procedures and the Fitness to Practise Statement for the MSc in Physiotherapy Programme. 

1. DCU Office of the Vice President for Academic Affairs Fitness to Practise webpage 

2. DCU Office of the Vice President for Academic Affairs Fitness to Practise

3. The commonly used acronym for Fitness to Practise is “FTP”

4. Student Fitness to Practise Procedures 

Programme Fitness to Practise Statement 2026-2027 

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body. The MSc in Psychotherapy fitness to practise requirements are set out in this Fitness to Practise Statement. 

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures and guidelines, as well as all other related regulations of the University and the relevant professional body codes of professional conduct: 

• Fitness to Practise Policy¹ 
• Fitness to Practise Procedures¹ 
• DCU Student Fitness to Practise Frequently Asked Questions (FAQs) 
• DCU Student Code of Conduct and Code of Discipline 
• MSc in Psychotherapy Student Handbook, in particular the section on Readiness to Practise and Fitness to Practise 
• CORU Standards of Proficiency for Psychotherapists (Counsellors and Psychotherapists Registration Board) 
• Irish Association for Counselling and Psychotherapy (IACP) Code of Ethics and Practice 

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise 

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work. 

2. Purpose of the DCU Fitness to Practise Policy 

The purpose of the university's Fitness to Practise Policy,² also referred to as 'the Policy', is to: 

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern; 
• Ensure the University fulfils its responsibility to its students, placement host institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body; 
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student's programme of study or professional practise, experiential learning, or clinical practice; and 
• Manage risk and protect the public, service users and placement providers. 

3. Purpose of the MSc in Psychotherapy programme DCU Fitness to Practise Statement 

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the MSc in Psychotherapy programme about the specific standards of behaviour and professionalism required in the context of their programme of study and the profession of psychotherapy. 

Psychotherapy is a health and social care profession in the process of regulation through CORU. References in this Statement to the CORU Standards of Proficiency for Psychotherapists are used as a guiding framework; they are aspirational for the 2026–2027 cohort and will become binding from the cohort entering when the CORU register opens. From Year 2, students work therapeutically with members of the public, frequently at points of considerable vulnerability. The programme therefore carries a dual responsibility: to educate and support students in their professional formation, and to protect the service users with whom they work. 

Students enrolled on the MSc in Psychotherapy programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement prior to commencing the Placement or at the commencement of the relevant academic year. 

4. Approval of the MSc in Psychotherapy programme DCU Fitness to Practise Statement 

This MSc in Psychotherapy programme Fitness to Practise Statement was approved by the MSc in Psychotherapy Programme Board and it was referred thereafter to the Faculty Teaching and Learning Committee for final approval.  

It is confirmed to Academic Council that this MSc in Psychotherapy programme is subject to the DCU Student Fitness to Practise Policy. 

5. Fitness to Practise Principles 

The role of the psychotherapist is to work therapeutically with people experiencing emotional and psychological distress. The following ethical values underpin the standards of knowledge, skill, competence and conduct expected of students on this programme. They are drawn from the CORU Standards of Proficiency for Psychotherapists and are consistent with the IACP Code of Ethics and Practice. 

• Safety: Practising safely and effectively within the legal, ethical and practice boundaries of the profession and of your stage of training, and exercising a duty of care towards every service user. 
• Respect: Upholding the rights, dignity and autonomy of every service user, and practising in a non-discriminatory and culturally sensitive way. 
• Integrity: Being honest and trustworthy in your practice, your records and your dealings with the programme, and recognising personal responsibility and professional accountability for your actions. 
• Trust and confidentiality: Respecting the confidentiality of service users and of peers, understanding its limits, and sustaining public confidence in the profession. 
• Self-awareness and self-care: Recognising the impact of your own values and life experience on your practice, managing vicarious trauma and burnout, and taking responsibility for your own health and wellbeing. 

6. Fitness to Practise Standards 

These standards apply in the University, in placement, in supervision, and in any setting in which you are identifiable as a psychotherapist in training. 

Professional values, relationships and conduct 

• Act in the best interest of service users, respecting their rights, dignity and autonomy, and practise in a non-discriminatory and culturally sensitive manner. 
• Establish, sustain and appropriately conclude therapeutic relationships, maintaining professional and ethical boundaries, and do not enter into a therapeutic relationship with anyone with whom you have a pre-existing personal, social, familial, employment or supervisory relationship. 
• Advise every client, before therapeutic work begins, that you are a psychotherapist in training, and do not describe yourself, in any setting including online, in a way that implies you are qualified, accredited or registered. 
• Be truthful in all records, logs, portfolios, declarations and applications, and do not falsify, inflate or misrepresent clinical hours, supervision hours, personal therapy hours, attendance, supervisor signatures or clinical material. 
• Treat everything disclosed by a peer in a Personal Awareness Group, group supervision or skills practice as confidential to that group. This obligation continues after the group ends and after you graduate. 
• Conduct yourself in a manner consistent with the standards of a regulated profession, in the placement, in the University and in the wider public domain including online, and comply with the codes of your placement provider. 

Professional practice, safety and development 

• Practise within the limits of your competence, and identify when to seek advice, additional expertise, or make a referral. 
• Maintain clinical records that are accurate, contemporaneous and compliant with confidentiality and data protection requirements, and obtain and document informed consent. 
• Understand and apply the limits of confidentiality, particularly in relation to child protection, vulnerable adults and elder abuse, and comply with the Children First Act 2015 and the DCU Child Protection Framework. 
• Identify, evaluate and respond to risk, including risk of suicide and of harm to self or others; escalate concerns in line with professional and legislative guidance and your placement's protocols; and report incidents, near-misses and errors promptly and honestly. 
• Do not undertake clinical work while your judgement or capacity is materially impaired, whether by illness, exhaustion, acute personal distress, alcohol or any other substance. 
• Attend and sustain personal therapy, individual clinical supervision, DCU group supervision and Personal Awareness Group work as required by the Professional Practice Portfolio modules, maintain individual supervision at one hour monthly and at a ratio of one supervision hour to five client hours, and inform the programme immediately if supervision lapses. 
• Use supervision honestly, bringing clinical difficulty, uncertainty and error to it in a timely way, and reflect critically on your own practice, including your own biases, values and countertransference. CORU Standards of Proficiency mapped to these standards: D1.1, D1.2, D1.3, D1.4, D1.5, D1.7, D1.8, D1.10, D1.11, D1.12, D1.13, D1.15, D1.17, D1.18, D1.19, D1.20; D2.1, D2.4, D2.6; D3.1, D3.2, D3.7, D3.10, D3.12, D3.13, D3.14; D4.1, D4.3, D4.4, D4.5; D5.17, D5.20, D5.21, D5.27, D5.28, D5.29, D5.30, D5.31, D5.32, D5.33, D5.34, D5.36. 

Other Programme Requirements 

To maintain eligibility for clinical placement and to satisfy professional requirements, students must complete and maintain the following: 

• Garda Vetting: satisfactory clearance before any contact with service users, and immediate notification to the Programme Chair of any criminal charge, conviction or caution arising during the programme. 
• Professional indemnity insurance: cover in place for all clinical work undertaken. 
• Personal therapy and supervision thresholds: a minimum of 25 hours of personal therapy in Year 1, and a contracted programme-approved individual clinical supervisor, before client work begins. 
• Readiness to Practise: successful completion of the Readiness to Practice Assessment in PST1025 (Professional Practice Portfolio 1) before progressing to supervised clinical practice. 
• Separation of roles: your personal therapist, individual clinical supervisor and Personal Awareness Group facilitator must be three different people. Neither your personal therapist nor your individual clinical supervisor may be core programme staff. 
• Placement setting: you must not undertake placement in a setting in which you are already employed, or in a sole trader practice, and you must complete the placement induction pro-forma before clinical practice commences. 
• Self-declaration of health and circumstances: prompt notification of any change in your circumstances, health or conduct that may affect your capacity to practise safely. Timely self-declaration is regarded as evidence of professional maturity, not as an admission of failure; concealment of a material change is itself a fitness to practise matter. The full duty is set out in the MSc in Psychotherapy Student Handbook. 

7. Fitness to Practise Causes/Circumstances of Concern 

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student on this programme unfit to practise may relate to student health and wellbeing, personal circumstances, or professional conduct; indicative examples are given below. This list is not exhaustive, and no single circumstance is in itself a finding. The question the programme asks is whether there is a current impairment which, in the absence of adjustment or support, presents a foreseeable risk to the safety or welfare of service users. 

Student health and wellbeing 

Having a health condition, a disability, or a history of mental health difficulty does not, in itself, raise a fitness to practise concern, and will never be treated as though it does. Registering with the Disability and Learning Support Service, disclosing a disability, or requesting reasonable accommodations is not a fitness to practise matter. A concern may arise where, for example: 

• a current health difficulty is affecting your capacity to remain emotionally regulated and psychologically present with clients, or to maintain professional boundaries; 
• there is a risk of serious harm to yourself or to another person;
• supports and reasonable accommodations have been offered and you are unable or unwilling to engage with them, and client safety is affected as a result. 

Personal circumstance 

A concern may arise where, for example: 

• a significant life event is affecting your clinical availability, boundaries or judgement; 
• a criminal charge, conviction, caution or ongoing investigation arises during the programme; 
• personal therapy, clinical supervision or professional indemnity insurance lapses while you continue to see clients.

Professional conduct 

A concern may arise where, for example: 

• there is a breach of client confidentiality, or of the confidentiality of a peer's disclosure in a Personal Awareness Group or group supervision; 
• a boundary with a client, peer, supervisor or member of staff is crossed, or a dual relationship is not declared; 
• clinical hours, supervision hours, personal therapy hours or portfolio documentation are falsified or misrepresented; 
• risk is not recognised, not escalated, or not managed in accordance with the placement's protocols; 
• you conceal a material change in your circumstances, health or legal status that you were required to declare. 

8. Fitness to Practise Procedures 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.³ Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee. 

On this programme, concerns are received by the MSc Clinical Placement Coordinator, who reviews them and, where a Note of Concern is warranted, submits it to the Programme Chair. Concerns are drawn from several independent sources and considered together rather than acted on singly. Where there is a concern for the welfare of service users, a Level 3 procedure is implemented. 

The processes and outcomes for dealing with concerns about students' profession-related conduct and fitness to practise are set out in full in the DCU Student Fitness to Practise Procedures and in the Readiness to Practise and Fitness to Practise section of the MSc in Psychotherapy Student Handbook. 

The content of your personal therapy is confidential and is not, in any circumstances, a source of information for the programme. Your personal therapist confirms the number of hours you have completed and nothing further. 

9. Student Declaration 

Prior to the commencement of the academic year or participating in placement, students enrolled in the MSc in Psychotherapy programme, along with relevant academic and professional staff, will receive a briefing on the DCU Fitness to Practise Policy and Procedures, this Statement, the CORU Standards of Proficiency for Psychotherapists and the IACP Code of Ethics and Practice. 

Every student is required to formally acknowledge that they have reviewed, understood and accepted the DCU Fitness to Practise Policy and Procedures and the Fitness to Practise Statement for the MSc in Psychotherapy programme. 

Students are separately required to complete the Annual Declaration of Continuing Fitness to Practise with their Professional Practice Portfolio forms at the start of each academic year and before commencing or resuming clinical placement, as set out in the MSc in Psychotherapy Student Handbook. 

1. DCU Office of the Vice President for Academic Affairs Fitness to Practise webpage

2. The commonly used acronym for Fitness to Practise is “FTP”

3. Student Fitness to Practise Procedures 

Programme Fitness to Practise Statement 2026-2027 

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations, supplementing those established by the relevant professional regulatory body. The programme-specific requirements in relation to the Masters in Nursing: Advanced Practice programme, delivered in Princess Nourah University, Riyadh, Saudi Arabia are set out in this Fitness to Practise Statement. 

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct:

• Fitness to Practise Policy¹
• Fitness to Practise Procedures¹ 
• DCU Student Fitness to Practise Frequently Asked Questions (FAQs) 
• MNAP Clinical Practicum Handbook 
• The Saudi Commission for Health Specialties Nursing and Midwifery Council Scope of Nursing and Midwifery Practice 

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise 

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.² 

2. Purpose of the DCU Fitness to Practise Policy 

The purpose of the university’s Fitness to Practise Policy,3 also referred to as ‘the Policy’, is to: 

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice; 
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern.; 
• Ensure the University fulfils its responsibility to its students, placement host institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body; 
•  Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and  
• Manage risk and protect the public, service users and placement providers. 

3. Purpose of the Masters in Nursing: Advanced Practice programme (PNU) DCU Fitness to Practise Statement 

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolling on the Masters in Nursing: Advanced Practice programme (PNU) concerning the specific standards of behaviour and professionalism required in the context of their programme of study.  

Students enrolling on the Masters in Nursing: Advanced Practice programme (PNU) are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement  prior to commencing the Placement or at the commencement of the relevant academic year. 

4. Approval of the Masters in Nursing: Advanced Practice programme (PNU) DCU Fitness to Practise Statement 

This Masters in Nursing: Advanced Practice programme (PNU) Fitness to Practise Statement was approved by the  Masters in Nursing: Advanced Practice programme board and it was referred thereafter to the Faculty Teaching and Learning Committee for final approval. 

It is confirmed by Academic Council that this Masters in Nursing: Advanced Practice programme (PNU) is subject to the DCU Student Fitness to Practise Policy.  

5. Fitness to Practise Principles  

The student of advanced nursing practice is responsible for demonstrating fitness to practice through safe, ethical and accountable care while recognising their personal limitations and working within their competencies and scope of practice consistent with the Saudi Commission for Health Specialities’ Scope of Nursing and Midwifery Practice.   The student should maintain and develop competence through reflective practice, ongoing learning and feedback, while raising concerns that they believe could compromise patient safety. The fitness to practice principles for the Masters in Nursing: Advanced Practice programme (PNU) as per the Scope of Nursing and Midwifery Practice (Saudi Commission for Health Specialities): 

• Competence:  Assess personal knowledge, skills and judgement; decline tasks beyond competence and address learning needs. 
• Responsibility, Accountability and Autonomy:  Accept responsibility for actions, decisions and omissions; justify decisions against legislation, professional standards and evidence. 
• Delegation and Supervision: Accept or delegate tasks according to competence and scope, with appropriate supervision, support and feedback. 
• Continuing Professional Development: Maintain safe, current practice through ongoing education and training. 

6. Fitness to Practise Standards 

The fitness to practice standards for the Masters in Nursing: Advanced Practice programme (PNU) set out by the Scope of Nursing and Midwifery Practice (Saudi Commission for Health Specialties): 

• Professionalism and Ethical Practice:  Accountable care; ethical conduct; professional relationships 
• Patient-Centered Care:  Culturally appropriate assessment and planning; holistic, individualised care; therapeutic relationships
• Evidence-Based Practice and Research: Apply evidence; use research, evaluation and audit to improve care 
• Leadership and Management:  Lead and manage safely 
• Quality and Safety Management:  Evaluate care quality; maintain safe practice; apply prioritised care 
• Health Education and Promotion:  Educate patients; promote prevention; support health literacy and self-management
• Communication and Information Technology:  Communicate effectively; use information technology competently 
• Continuing Professional Self-Development:  Maintain competence; evaluate and support professional development 
• Adherence to clinical site requirements for practicum: Abide by the health screening requirements (lab tests, vaccinations etc) outlined by the clinical sites prior to commencing clinical practicum. Adheres to locally agreed policies and procedures of host clinical site while undertaking clinical practicum. 

7. Fitness to Practise Causes/Circumstances of Concern 

Fitness to practice concerns may arise during the Masters in Nursing: Advanced Practice programme (PNU) where a students’ health, conduct or competence affects their ability to learn or practice safely and effectively.  This may include: 

• Ill health 
• Personal or family issues 
• Dishonesty 
• Unsafe clinical practice 
• Working beyond competence 
• Breaches of confidentiality 
• Failure to demonstrate professional accountability 

8. Fitness to Practise Procedures 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at (Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.4  Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee in DCU. 

9. Student Declaration 

Prior to the commencement of the academic year or participating in placement, students enrolling in the Masters in Nursing: Advanced Practice programme (PNU), along with relevant academic and professional support staff, will receive a briefing on the DCU Fitness to Practise Policy and Procedures, this programme Student Fitness to Practise Statement and the code of conduct and professional standards set by Saudi Commission for Health Specialities .    

Every student is required to formally acknowledge in writing that they have reviewed, understood, and accepted the DCU Fitness to Practise Policy and Procedures and the Fitness to Practise Statement for the Masters in Nursing: Advanced Practice programme (PNU).  

1. DCU Office of the Vice President for Academic Affairs Fitness to Practise webpage 

2. DCU Fitness to Practise: 1.0 Introduction

3. The commonly used acronym for Fitness to Practise is “FTP”

4. Student Fitness to Practise Procedures

Programme Fitness to Practise Statement 2026-2027 

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations, supplementing those established by the relevant professional regulatory body. The programme-specific requirements in relation to the Doctor of Child and Educational Psychology (DChEdP) programme are set out in this Fitness to Practise Statement. 

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct:

• Fitness to Practise Policy¹
• Fitness to Practise Procedures¹ 
• DCU Student Fitness to Practise Frequently Asked Questions (FAQs) 
• DCU Student Code of Conduct and Code of Discipline 
• DCU Doctor of Child and Educational Psychology Programme Handbook;  
• DCU Doctor of Child and Educational Psychology Practice Education Handbook 
• PSI Code of Professional Ethics 2025; 
• CORU Codes of Professional Conduct and Ethics (when published). 

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise 

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.  

2. Purpose of the DCU Fitness to Practise Policy 

The purpose of the University’s Fitness to Practise Policy², also referred to as ‘the Policy' is to, 

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern; 
• Ensure the University fulfils its responsibility to its students, placement host institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body;  
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and  
• Manage risk and protect the public, service users and placement providers. 

3. Purpose of the Doctor of Child and Educational Psychology Programme Fitness to Practise Statement 

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolling on the Doctor of Child and Educational Psychology programme about the specific standards of behaviour and professionalism required in the context of their programme of study and the profession of psychology.  

Psychology is a regulated health and social care profession which will be imminently  under full statutory regulation through CORU (Health and Social Care Professionals Council). References in this Statement to CORU Standards of Proficiency serve as a guiding framework. Requirements referencing the CORU Criteria or the CORU Code of Professional Conduct and Ethics will be binding once published. 

Dublin City University is committed to equal opportunities and supporting students with disabilities through reasonable accommodations. However, all Doctor of Child and Educational Psychology students must demonstrate the core competencies required to practise safely, assess risk effectively, and provide appropriate psychological interventions. Accommodations will be supported insofar as they align with safe clinical practice and professional regulatory standards. 

From Year 1 of this programme students work therapeutically with members of the public, frequently at points of considerable vulnerability, in approved practice placements. The programme therefore carries a dual responsibility: to educate and support students in their professional formation, and to protect the service users with whom students work. This Statement sets out what that means for you.  

Students enrolled in the Doctor of Child and Educational Psychology Programme are required to sign, or electronically indicate agreement to comply with, this Student Fitness to Practise Statement prior to commencing practice placement or at the commencement of the relevant academic year. 

4. Approval of the Doctor of Child and Educational Psychology Programme DCU Fitness to Practise Statement 

This Doctor of Child and Educational Psychology Programme Fitness to Practise Statement was approved by the Programme Board and thereafter referred to the Faculty of Science and Health Teaching and Learning Committee for final approval. 

It has been confirmed to Academic Council that this Doctor of Child and Educational Psychology programme is subject to the DCU Student Fitness to Practise Policy. 

5. Fitness to Practise Principles  

The Fitness to Practice principles for the Doctor of Child and Educational Psychology Programme are underpinned by the Psychological Society of Ireland (PSI) Code of Professional Ethics (2025), which consists of four overarching ethical principles:  

• Principle 1: Respect for the Rights and Dignity of the Person Psychologists treat their clients as persons of intrinsic worth with a right to determine their own priorities, respect their dignity, and give due regard to their moral and cultural values. They shall treat as confidential all information (including oral, verbal, written and electronic) obtained in the course of their work, except where the law requires disclosure. As far as possible, they shall ensure that clients understand and consent to whatever professional action they propose. 
• Principle 2: Competence Psychologists must constantly maintain and update their professional skills and ethical awareness. They recognise that psychological knowledge and their own expertise and capacity for work are limited, and take care not to exceed the limits. 
• Principle 3: Responsibility In their professional and scientific activities, psychologists are required to act in a trustworthy, reputable, and accountable manner towards clients and the community. They avoid doing harm to clients and research participants and act to prevent harm caused by others. They shall co-operate with colleagues and other professionals to ensure the best service to clients, and act positively to resolve ethical dilemmas. They shall ensure that those whom they supervise act ethically.  
• Principle 4: Integrity Psychologists are obliged to be honest and accurate regarding their qualifications, the effectiveness of the services they offer, and their research findings. They shall take steps to manage personal stress and maintain their own mental health. They shall treat others in a fair, open and straightforward manner, honour professional commitments, and act to clarify any confusion about their role or responsibilities. Where possible, they shall avoid the use of deception with research participants. They shall not use the professional relationship to exploit clients, sexually or otherwise, and they shall deal actively with conflicts of interest. They shall not use their professional relationship or position to form or attempt to form a relationship of a sexual, inappropriate emotional or exploitative nature with any person. They shall take action against harmful or unethical behaviour in colleagues or members of other professions. 

Once published, the CORU Psychologists Registration Board (PRB) Code of Professional Conduct and Ethics for Psychologists, which specifies the standards of ethical behaviours and conduct that the public expects from Psychologists, will also apply to this Fitness to Practice Statement.  

6. Fitness to Practise Standards 

Translating the four PSI principles into practice, students undertaking the Doctor of Child and Educational Psychology (DChEdP) programme are required to demonstrate the following professional standards throughout their academic studies and practice placements: 

1. Practice Boundaries and Competence (PSI Principles 2 & 4) 

• Practice strictly within the scope of practice of a Trainee Educational Psychologist, identifying themselves as trainees in all professional interactions, reports, and documentation.
• Prepare adequately for and actively engage in mandatory clinical supervision, implementing feedback from supervisors and transparently disclosing clinical difficulties or errors. 
• Seek immediate supervisor guidance when faced with cases or assessments that exceed their current level of training or personal competence. 

2. Service User Autonomy, Consent and Confidentiality (PSI Principle 1) 

• Obtain valid, developmentally appropriate informed consent from parents/guardians and child/youth assent before delivering psychological services, administering assessments, or conducting research. 
• Maintain strict confidentiality of service user data (written, oral, and electronic) across all settings, adhering to PSI guidance, GDPR, and placement data governance protocols. 
• Treat all children, families, school personnel, and colleagues with respect, ensuring non-discriminatory practice regardless of background, ethnicity, gender, belief, or disability. 

3. Safeguarding, Risk and Public Safety (PSI Principle 3) 

• Recognise and act promptly on child protection and safeguarding concerns in strict compliance with Children First legislation, University policies, and placement host procedures.
• Identify and report risks to self, service users, or others to placement supervisors and programme staff immediately. 
• Maintain safe, accountable, and transparent practice at all times when working directly with children, young people, and vulnerable populations. 

4. Personal Integrity, Health and Conduct (PSI Principle 4) 

• Maintain a level of physical, mental, and emotional wellbeing necessary to deliver safe and effective services, taking proactive steps to manage stress and engaging with support when needed. 
• Maintain clear, appropriate professional boundaries with young people, parents/guardians, and school staff, ensuring professional relationships are never used for personal or emotional gain. 
• Adhere to professional standards of conduct across all public domains, including personal and professional social media, avoiding any behaviour that brings the profession, DCU, funder or placement host into disrepute. 
• Complete all administrative, clinical, and reporting tasks in an accurate, honest, and timely manner. 

Other Programme Requirements 

Prior to commencing practice placements students enrolled on the Doctor of Child and Educational Psychology Programme are subject to successful completion of the following mandatory requirements:

• Statutory Clearance: National Vetting Bureau (Garda Vetting) clearance and relevant international police clearance (where applicable). 
• Occupational Health Clearance: Health screening as may be required by funder/practice placement host policies. 
• Mandatory Training Modules: e.g. Tusla Children First E-Learning Programme, Child Safeguarding, Data Protection / GDPR and Information Security, relevant Practice Placement Health & Safety Briefings. 

7. Fitness to Practise Causes/Circumstances of Concern  

It is acknowledged that issues impairing fitness to practise are wide ranging. Breaches of any of the ethical principles or professional standards outlined in Sections 5 and 6 may result in implementation of Fitness to Practise Procedures. Circumstances which might render a student enrolled on the Doctor of Child and Educational Psychology Programme unfit to practise include, but are not limited to:  

• Student Health, Wellbeing and Personal Circumstances: Untreated, unacknowledged, or unmanaged physical or mental health conditions that impair safe clinical practice, including refusal to follow medical treatment/advice, failure to notify the Programme Chair to changes in health status within 7 calendar days, or a lack of insight into health-related limits that impair the capacity to practise safely or make professional judgments.
• Professional Conduct and Boundaries: Inappropriate relationships with service users or school/practice placement staff, non-compliance with practice placement dress codes or conduct requirements of host placements, or breaches of client confidentiality. Persistent inappropriate attitude or behaviour, poor time management, infrequent or non-attendance, or failing to communicate effectively and transparently with supervisors, peers, or host agency staff. 
• Aggressive Conduct and Misconduct: Engaging in any form of aggressive, violent, or threatening behaviour including physical assault, sexual misconduct, harassment, intimidation, bullying, or abuse of any kind directed towards service users, peers, staff in university, clinical, or placement settings, or members of the public.  
• Substance Misuse and Impairment: Engaging in substance misuse, including the consumption of alcohol, illicit drugs, or medication, to an extent that impairs professional judgment, compromises safety (including while driving or performing duties), or negatively impacts study or clinical placement.
• Academic and Clinical Engagement: Demonstrating a lack of professional engagement through unwillingness to participate openly and constructively in clinical supervision, refusal or failure to integrate supervisor guidance into practice, or failing to comply with mandatory attendance and attendance notification requirements. 
• Persistent Competency Gaps: Demonstrating persistent gaps in required academic, diagnostic, or clinical skills that fail to improve despite targeted intervention, feedback, and support from academic staff or professional placement supervisors.  
• Impaired Judgment and Risk to Service Users: Impaired clinical or professional judgment that places children, families, or colleagues at risk.  
• Regulatory and Health and Safety Non-Compliance: Failure to follow health and safety protocols of the School or University or Placement Agency, University codes of conduct, breaches of service user confidentiality, or the operational regulations and administrative policies of host practice placement agencies. 
• Social Media and Public Representation: Misuse of social media that compromises client and other privacy issues or brings the University, profession, or placement provider into disrepute.
• Mandatory Ongoing Self-Reporting: Following initial Garda Vetting and health clearance, trainees are under a continuing obligation to notify the Programme Chair in writing within 7 calendar days of any subsequent criminal caution, charge, prosecution, or allegation or any significant change in physical or mental health that impacts their capacity to practise safely or effectively. 

8. Fitness to Practise Procedures 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at (Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.³  Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.    

9. Student Declaration 

Upon commencement of the academic year, and prior to participating in practice placement, students enrolling in the Doctor of Child and Educational Psychology programme, along with relevant academic and professional support staff, will receive a briefing on the DCU Fitness to Practise Policy and Procedures, the DChEdP programme Student Fitness to Practise Statement, and the Psychological Society of Ireland Code of Professional Ethics (2025).   

Every student is required to formally acknowledge in writing that they have reviewed, understood, and accepted the DCU Fitness to Practise Policy and Procedures and the Fitness to Practise Statement for the DChEdP programme.  

1. DCU Office of the Vice President for Academic Affairs Fitness to Practise webpage

2. The commonly used acronym for Fitness to Practise is “FTP”

3. Student Fitness to Practise Procedures

Programme Fitness to Practise Statement 2026-2027
 

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body (The Teaching Council). The Bachelor of Education fitness to practise requirements are set out in this Fitness to Practise Statement.

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct:

• Fitness to Practise Policy;
• Fitness to Practise Procedures;
• Bachelor of Education Placement Handbook;
• The Teaching Council’s Code of Professional Conduct for Teachers

• The student Fitness to Practise FAQ document

   

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.¹

2. Purpose of the DCU Fitness to Practise Policy

The purpose of the university’s Fitness to Practise Policy,² also referred to as ‘the Policy’, is to:

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning,
  or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern;
• Ensure the University fulfils its responsibility to its students, placement placement partner institutions, service users and Professional Regulatory/Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory/Registration Body;
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and

• Manage risk and protect the public, service users and placement partners.

   

3. Purpose of the Bachelor of Education programme DCU Fitness to Practise Statement

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the Bachelor of Education programme about the specific standards of conduct and professionalism required in the context of their programme of study.

Students enrolled on the Bachelor of Education programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement prior to commencing a block of placement or at the commencement of the relevant academic year.

4. Approval of the Bachelor of Education programme DCU Fitness to Practise Statement

This Bachelor of Education programme Fitness to Practise Statement was approved by the Bachelor of Education Programme Board and it was referred thereafter to the Institute of Education Faculty Teaching and Learning Committee for final approval.

It has been confirmed to Academic Council that this Bachelor of Education programme is subject to the DCU Student Fitness to Practise Policy.

5. Fitness to Practise Principles
 

The role of the teacher is to educate. The following ethical values underpin the standards of teaching, knowledge, skill, competence and conduct as set out in the Teaching Council’s Code of Professional Conduct.³ The key values are Respect, Care, Integrity and Trust.
 

The Teaching Council sets out the following standards that apply to all registered teachers regardless of their position.

• Professional Values and Relationships
• Professional Integrity
• Professional Conduct
• Professional Practise
• Professional Development
• Professional Collegiality and Collaboration

Further, students are expected to:

• conduct themselves professionally and respectfully towards pupils, treoraithe (cooperating teachers), university staff, peers and other placement personnel;
• maintain appropriate professional boundaries with pupils and other members
  of the school community;
• comply with school/placement policies, procedures and reasonable instructions;
• comply with DCU Garda vetting requirements;
• demonstrate appropriate preparation, punctuality, attendance and reliability;
• communicate appropriately and professionally, including through digital and social media platforms;
• maintain confidentiality and respect data protection requirements;
• demonstrate appropriate awareness of safeguarding and child protection responsibilities;
• act within the limits of their knowledge, skills and competence;
• respond appropriately to feedback and demonstrate a willingness to reflect and develop professionally;

• disclose circumstances that may reasonably affect their ability to participate safely and effectively in programme or placement activities. Students who wish to disclose a circumstance that may affect their ability to participate safely and effectively in programme or placement activities may contact the Programme Chair. Concerns can also be raised confidentially with the Student Support and Development services within DCU.

   

6. Fitness to Practise Causes/Circumstances of Concern

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the Bachelor of Education programme unfit to practise may relate to:

• Student health and wellbeing
• Personal circumstances
• Professional conduct
• Academic engagement with BEd programme 
• Engagement with professional placement requirements

Please note this list is not exhaustive.

7. Fitness to Practise Procedures

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at (Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.⁴

Where a student is dissatisfied with a decision made at levels 2 or 3,
they can appeal the outcome to the Fitness to Practise Appeals Committee.

1. DCU Fitness to Practise: 1.0 Introduction

2. The commonly used acronym for Fitness to Practise is “FTP”

3. The Teaching Council Code of Professional Conduct, pg 6

4. Student Fitness to Practise Procedures

Programme Fitness to Practise Statement 2026-2027

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body (The Teaching Council). The Bachelor of Education in Home Economics and Technology fitness to practise requirements are set out in this Fitness to Practise Statement.

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct:

• Fitness to Practise Policy;
• Fitness to Practise Procedures;
• Bachelor of Education in Home Economics and Technology Placement Handbook;
• The Teaching Council’s Code of Professional Conduct for Teachers;

• The student Fitness to Practise FAQ document

   

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.¹

2. Purpose of the DCU Fitness to Practise Policy

The purpose of the university’s Fitness to Practise Policy,² also referred to as ‘the Policy’, is to:

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning,
  or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern;
• Ensure the University fulfils its responsibility to its students, placement partner institutions, service users and Professional Regulatory/Registration Bodies, and aligns with the competencies and standards as outlined by a Professional
  Regulatory/Registration Body;
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and

• Manage risk and protect the public, service users and placement partners.

   

3. Purpose of the Bachelor of Education in Home Economics and Technology programme DCU Fitness to Practise Statement

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the Bachelor of Education in Home Economics and Technology programme about the specific standards of conduct and professionalism required in the context of their programme of study.

Students enrolled on the Bachelor of Education in Home Economics and
Technology programme are required to sign or electronically indicate
agreement to comply with this Student Fitness to Practise Statement prior to commencing the Placement or at the commencement of the relevant academic year.

4. Approval of the Bachelor of Education in Home Economics and Technology programme DCU Fitness to Practise Statement

This Bachelor of Education in Home Economics and Technology programme Fitness to Practise Statement was approved by the Bachelor of Education in Home Economics and Technology Programme Board and it was referred thereafter to the Institute of Education Faculty Teaching and Learning Committee for final approval.

It has been confirmed to Academic Council that this Bachelor of Education in Home Economics and Technology programme is subject to the DCU Student Fitness to Practise Policy.

5. Fitness to Practise Principles

The role of the teacher is to educate. The following ethical values underpin the standards of teaching, knowledge, skill, competence and conduct as set out in the Teaching Council’s Code of Professional Conduct.³ The key values are Respect, Care, Integrity and Trust.
 

The Teaching Council sets out the following standards that apply to all registered teachers regardless of their position.

• Professional Values and Relationships
• Professional Integrity
• Professional Conduct
• Professional Practise
• Professional Development

• Professional Collegiality and Collaboration

   

Further, students are expected to:

• conduct themselves professionally and respectfully towards pupils, treoraithe (cooperating teachers), university staff, peers and other placement personnel;
• maintain appropriate professional boundaries with pupils and other members of the school community;
• comply with school/placement policies, procedures and reasonable instructions;
• comply with DCU Garda vetting requirements;
• demonstrate appropriate preparation, punctuality, attendance and reliability;
• communicate appropriately and professionally, including through digital and social media platforms;
• maintain confidentiality and respect data protection requirements;
• demonstrate appropriate awareness of safeguarding and child protection responsibilities;
• act within the limits of their knowledge, skills and competence;
• respond appropriately to feedback and demonstrate a willingness to reflect and develop professionally;

• disclose circumstances that may reasonably affect their ability to participate safely and effectively in programme or placement activities. Students who wish to disclose a circumstance that may affect their ability to participate safely and effectively in programme or placement activities may contact the Programme Chair. Concerns can also be raised confidentially with the Student Support and Development services within DCU.

   

6. Fitness to Practise Causes/Circumstances of Concern

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the Bachelor of Education in Home Economics and Technology programme unfit to practise may relate to

• Student health and wellbeing
• Personal circumstances
• Professional conduct
• Adherence to safety standards, duty of care, and risk assessment protocols within practical classroom and laboratory environments
• Academic engagement with BEdHET programme

• Engagement with professional placement requirements

   

Please note this list is not exhaustive.

7. Fitness to Practise Procedures
 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at (Level 1 (local level), a case can be presented at Level 2 (formal response at School/Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.⁴

Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.

1. DCU Fitness to Practise: 1.0 Introduction

2. The commonly used acronym for Fitness to Practise is “FTP”

3. The Teaching Council Code of Professional Conduct, pg 6

4. Student Fitness to Practise Procedures

Programme Fitness to Practise Statement 2026-2027

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body (The Teaching Council). The Bachelor of Education in Gaeilge with French, German or Spanish fitness to practise requirements are set out in this Fitness to Practise Statement.

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct:

• Fitness to Practise Policy;
• Fitness to Practise Procedures;
• Bachelor of Education in Gaeilge with French, German or Spanish Placement Handbook;
• The Teaching Council’s Code of Professional Conduct for Teachers;

• The student Fitness to Practise FAQ document

   

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.¹

2. Purpose of the DCU Fitness to Practise Policy

The purpose of the university’s Fitness to Practise Policy,²also referred to as ‘the Policy’, is to:

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern;
• Ensure the University fulfils its responsibility to its students, placement partner institutions, service users and Professional Regulatory/Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body;
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and

• Manage risk and protect the public, service users and placement partners.

   

3. Purpose of the Bachelor of Education in Gaeilge with French, German or Spanish programme DCU Fitness to Practise Statement

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the Bachelor of Education in Gaeilge with French, German or Spanish programme about the specific standards of conduct and professionalism required in the context of their programme of study.

Students enrolled on the Bachelor of Education in Gaeilge with French,
German or Spanish programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement prior to commencing the Placement or at the commencement of the relevant academic year.

4. Approval of the Bachelor of Education in Gaeilge with French, German or Spanish programme DCU Fitness to Practise Statement
 

This Bachelor of Education in Gaeilge with French, German or Spanish programme Fitness to Practise Statement was approved by the Bachelor of Education in Gaeilge with French, German or Spanish Programme Board and it was referred thereafter to the Institute of Education Faculty Teaching and Learning Committee for final approval.

It has been confirmed to Academic Council that this Bachelor of Education in Gaeilge with French, German or Spanish programme is subject to the DCU Student Fitness to Practise Policy.

5. Fitness to Practise Principles

The role of the teacher is to educate. The following ethical values underpin the standards of teaching, knowledge, skill, competence and conduct as set out in the Teaching Council’s Code of Professional Conduct.³ The key values are Respect, Care, Integrity and Trust.

The Teaching Council sets out the following standards that apply to all registered teachers regardless of their position.

• Professional Values and Relationships
• Professional Integrity
• Professional Conduct
• Professional Practise
• Professional Development
• Professional Collegiality and Collaboration

Further, students are expected to:

• conduct themselves professionally and respectfully towards pupils, treoraithe (cooperating teachers), university staff, peers and other placement personnel;
• maintain appropriate professional boundaries with pupils and other members of the school community;
• comply with school/placement policies, procedures and reasonable instructions;
• comply with DCU Garda vetting requirements;
• demonstrate appropriate preparation, punctuality, attendance and reliability;
• communicate appropriately and professionally, including through digital and social media platforms;
• maintain confidentiality and respect data protection requirements;
• demonstrate appropriate awareness of safeguarding and child protection responsibilities;
• act within the limits of their knowledge, skills and competence;
• respond appropriately to feedback and demonstrate a willingness to reflect and develop professionally;

• disclose circumstances that may reasonably affect their ability to participate safely and effectively in programme or placement activities. Students who wish to disclose a circumstance that may affect their ability to participate safely and effectively in programme or placement activities may contact the Programme Chair. Concerns can also be raised confidentially with the Student Support and Development services within DCU.

   

6. Fitness to Practise Causes/Circumstances of Concern

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the Bachelor of Education in Gaeilge with French, German or Spanish programme unfit to practise may relate to

• Student health and wellbeing
• Personal circumstances
• Professional conduct
• Academic engagement with the BEdLan programme
• Engagement with professional placement requirements

Please note this list is not exhaustive.

7. Fitness to Practise Procedures

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at (Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.⁴Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.

8. Student Declaration

Prior to the commencement of the academic year or participating in placement, students enrolled in the Bachelor of Education in Gaeilge with French, German or Spanish programme, along with relevant academic and professional staff, will receive a briefing on the DCU Fitness to Practise Policy and Procedures, this programme Student Fitness to Practise Statement and the Teaching Council Code of Professional Conduct.

Every student is required to formally acknowledge in writing that they have reviewed, understood, and accepted the DCU Fitness to Practise Policy and Procedures and the Fitness to Practise Statement for the Bachelor of Education in Gaeilge with French, German or Spanish programme.

1. DCU Fitness to Practise: 1.0 Introduction

2. The commonly used acronym for Fitness to Practise is “FTP”

3. The Teaching Council Code of Professional Conduct, pg 6

4. Student Fitness to Practise Procedures

Programme Fitness to Practise Statement 2026-2027

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body (The Teaching Council). The Bachelor of Education in Technology, Engineering and Graphics fitness to practise requirements are set out in this Fitness to Practise Statement. 

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct:

• Fitness to Practise Policy;
• Fitness to Practise Procedures; 
• Bachelor of Education in Technology, Engineering and Graphics Placement Handbook; 
• The Teaching Council’s Code of Professional Conduct for Teachers;

• The student Fitness to Practise FAQ document 

   

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise 

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.¹ 

2. Purpose of the DCU Fitness to Practise Policy 

The purpose of the university’s Fitness to Practise Policy,² also referred to as ‘the Policy’, is to: 

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern; 
• Ensure the University fulfils its responsibility to its students, placement partner institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body; 
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and 
• Manage risk and protect the public, service users and placement partners. 

3. Purpose of the Bachelor of Education in Technology, Engineering and Graphics programme DCU Fitness to Practise Statement 

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the Bachelor of Education in Technology, Engineering and Graphics programme about the specific standards of conduct and professionalism required in the context of their programme of study. 

Students enrolled on the Bachelor of Education in Technology, Engineering and Graphics programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement prior to commencing the Placement or at the commencement of the relevant academic year. 

4. Approval of the Bachelor of Education in Technology, Engineering and Graphics programme DCU Fitness to Practise Statement 

This Bachelor of Education in Technology, Engineering and Graphics programme Fitness to Practise Statement was approved by the Bachelor of Education in Technology, Engineering and Graphics Programme Board and it was referred thereafter to the Institute of Education Faculty Teaching and Learning Committee for final approval. 

It has been confirmed to Academic Council that this Bachelor of Education in Technology, Engineering and Graphics programme is subject to the DCU Student Fitness to Practise Policy. 

5. Fitness to Practise Principles 

The role of the teacher is to educate. The following ethical values underpin the standards of teaching, knowledge, skill, competence and conduct as set out in the Teaching Council’s Code of Professional Conduct.³ The key values are Respect, Care, Integrity and Trust. 

The Teaching Council sets out the following standards that apply to all registered teachers regardless of their position. 

• Professional Values and Relationships 
• Professional Integrity 
• Professional Conduct 
• Professional Practise 
• Professional Development 
• Professional Collegiality and Collaboration 

Further, students are expected to: 

• conduct themselves professionally and respectfully towards pupils, treoraithe (cooperating teachers), university staff, peers and other placement personnel; 
• maintain appropriate professional boundaries with pupils and other members of the school community; 
• comply with school/placement policies, procedures and reasonable instructions; 
• comply with DCU Garda vetting requirements; 
• demonstrate appropriate preparation, punctuality, attendance and reliability;  
• communicate appropriately and professionally, including through digital and social media platforms; 
• maintain confidentiality and respect data protection requirements; 
• demonstrate appropriate awareness of safeguarding and child protection responsibilities; 
• act within the limits of their knowledge, skills and competence;
• respond appropriately to feedback and demonstrate a willingness to reflect and develop professionally; 

• disclose circumstances that may reasonably affect their ability to participate safely and effectively in programme or placement activities. Students who wish to disclose a circumstance that may affect their ability to participate safely and effectively in programme or placement activities may contact the Programme Chair. Concerns can also be raised confidentially with the Student Support and Development services within DCU. 

   

6. Fitness to Practise Causes/Circumstances of Concern 

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the Bachelor of Education in Technology, Engineering and Graphics programme unfit to practise may relate to 

• Student health and wellbeing 
• Personal circumstances 
• Professional conduct 
• Adherence to safety standards, duty of care, and risk assessment protocols within practical classroom and laboratory environments 
• Academic engagement with BEdTEG programme 
• Engagement with professional placement requirements

Please note this list is not exhaustive.  

7. Fitness to Practise Procedures 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at (Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.⁴ Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.

1. DCU Fitness to Practise: 1.0 Introduction  

2. The commonly used acronym for Fitness to Practise is “FTP”

3. The Teaching Council Code of Professional Conduct, pg 6

4. Student Fitness to Practise Procedures

Programme Fitness to Practise Statement 2026-2027

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students. The Bachelor of Education in Early Childhood/Bachelor of Early Childhood Education fitness to practise requirements are set out in this Fitness to Practise Statement.
 

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University:

• Fitness to Practise Policy;
• Fitness to Practise Procedures;
• Bachelor of Education in Early Childhood Placement Handbook;
• The student Fitness to Practise FAQ document

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.¹
 

2. Purpose of the DCU Fitness to Practise Policy
 

The purpose of the university’s Fitness to Practise Policy,² also referred to as ‘the Policy’, is to:

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern;
• Ensure the University fulfils its responsibility to its students, placement host institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body;
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and
• Manage risk and protect the public, service users and placement providers.

3. Purpose of the Bachelor of Education in Early Childhood/Bachelor of Early Childhood Education programme DCU Fitness to Practise Statement 

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the Bachelor of Education in Early Childhood/Bachelor of Early Childhood Education programme about the specific standards of behaviour and professionalism required in the context of their programme of study.

Students enrolled on the Bachelor of Education in Early Childhood/ Bachelor of Early Childhood Education programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement prior to commencing the Placement or at the commencement of the relevant academic year.

4. Approval of the Bachelor of Education in Early Childhood/Bachelor of Early Childhood Education programme DCU Fitness to Practise Statement
 

This Bachelor of Education in Early Childhood programme/Bachelor of Early Childhood Education Fitness to Practise Statement was approved by the Bachelor of Education in Early Childhood/Bachelor of Early Childhood Education Programme Board and it was referred thereafter to the Institute of Education Faculty Teaching and Learning Committee for final approval.

It has been confirmed to Academic Council that this Bachelor of Education in Early Childhood/Bachelor of Early Childhood Education programme is subject to the DCU Student Fitness to Practise Policy.

5. Fitness to Practise Principles

The role of the educator is to care and educate. The following ethical values underpin the standards of professional conduct expected from BEEC/BECE students at DCU. The key values are Respect, Care, Integrity and Trust and are applied to

• Professional Values and Relationships
• Professional Integrity
• Professional Conduct
• Professional Practice
• Professional Development
• Professional Collegiality and Collaboration

6. Fitness to Practise Causes/Circumstances of Concern

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the Bachelor of Education in Early Childhood/Bachelor of Early Childhood Education programme unfit to practise may relate to

• Student health and wellbeing
• Personal circumstances
• Professional conduct
• Academic engagement with the BEEC/BECE programme
• Engagement with professional placement requirements
   

Please note this list is not exhaustive

7. Fitness to Practise Procedures
 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at (Level 1 (local level), a case can be presented at Level 2 (formal response at School/Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.³ Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.

1. DCU Fitness to Practise: 1.0 Introduction

2. The commonly used acronym for Fitness to Practise is “FTP”.

3. Student Fitness to Practise Procedures

Programme Fitness to Practise Statement 2026-2027

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body (The Teaching Council). The Bachelor of Science in Education and Training fitness to practise requirements are set out in this Fitness to Practise Statement.

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct:

• Fitness to Practise Policy;
• Fitness to Practise Procedures;
• Bachelor of Science in Education and Training Placement Handbook;
• The Teaching Council’s Code of Professional Conduct for Teachers;
• The student Fitness to Practise FAQ document

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise
 

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.¹

2. Purpose of the DCU Fitness to Practise Policy
 

The purpose of the university’s Fitness to Practise Policy,² also referred to as ‘the Policy’, is to:

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning,
  or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern;
• Ensure the University fulfils its responsibility to its students, placement partner institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional
  Regulatory / Registration Body;
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and
• Manage risk and protect the public, service users and placement partners.

3. Purpose of the Bachelor of Science in Education and Training programme DCU Fitness to Practise Statement

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the Bachelor of Science in Education and Training programme about the specific standards of conduct and professionalism required in the context of their programme of study.

Students enrolled on the Bachelor of Science in Education and Training
programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement prior to commencing the Placement or at the commencement of the relevant academic year.

4. Approval of the Bachelor of Science in Education and Training programme DCU Fitness to Practise Statement

This Bachelor of Science in Education and Training programme Fitness to Practise Statement was approved by the Bachelor of Science in Education and Training Programme Board and it was referred thereafter to the Institute of Education Faculty Teaching and Learning Committee for final approval.

It has been confirmed to Academic Council that this Bachelor of Science in Education and Training programme is subject to the DCU Student Fitness to Practise Policy.

5. Fitness to Practise Principles

The role of the teacher is to educate. The following ethical values underpin the standards of teaching, knowledge, skill, competence and conduct as set out in the Teaching Council’s Code of Professional Conduct.³ The key values are Respect, Care, Integrity and Trust.
 

The Teaching Council sets out the following standards that apply to all registered teachers regardless of their position.

• Professional Values and Relationships
• Professional Integrity
• Professional Conduct
• Professional Practise
• Professional Development
• Professional Collegiality and Collaboration

Further, students are expected to:

• conduct themselves professionally and respectfully towards pupils, treoraithe (cooperating teachers), university staff, peers and other placement personnel;
• maintain appropriate professional boundaries with pupils and other members of the school community;
• comply with school/placement policies, procedures and reasonable instructions;
• comply with DCU Garda vetting requirements;
• demonstrate appropriate preparation, punctuality, attendance and reliability;
• communicate appropriately and professionally, including through digital and social media platforms;
• maintain confidentiality and respect data protection requirements;
• demonstrate appropriate awareness of safeguarding and child protection responsibilities;
• act within the limits of their knowledge, skills and competence;
• respond appropriately to feedback and demonstrate a willingness to reflect and develop professionally;
• disclose circumstances that may reasonably affect their ability to participate safely and effectively in programme or placement activities. Students who wish to disclose a circumstance that may affect their ability to participate safely and effectively in programme or placement activities may contact the Programme Chair. Concerns can also be raised confidentially with the Student Support and Development services within DCU.

6. Fitness to Practise Causes/Circumstances of Concern

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the Bachelor of Science in Education and Training programme unfit to practise may relate to

• Student health and wellbeing
• Personal circumstances
• Professional conduct
• Academic engagement with the programme
• Engagement with professional placement requirements

Please note this list is not exhaustive.

7. Fitness to Practise Procedures
 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at (Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.⁴

Where a student is dissatisfied with a decision made at levels 2 or 3,
they can appeal the outcome to the Fitness to Practise Appeals Committee.

1. DCU Fitness to Practise: 1.0 Introduction

2. The commonly used acronym for Fitness to Practise is “FTP”

3. The Teaching Council Code of Professional Conduct, pg 6

4. Student Fitness to Practise Procedures

Programme Fitness to Practise Statement 2026-2027

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body (The Teaching Council). The Bachelor of Religious Education and English, History or Music fitness to practise requirements are set out in this Fitness to Practise Statement.

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct:

• Fitness to Practise Policy;
• Fitness to Practise Procedures;
• Bachelor of Religious Education and English, History or Music Professional Placement Handbook for the relevant year;
• The Teaching Council’s Code of Professional Conduct for Teachers
• The student Fitness to Practise FAQ document

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise
 

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.¹

2. Purpose of the DCU Fitness to Practise Policy
 

The purpose of the university’s Fitness to Practise Policy,² also referred to as ‘the Policy’, is to:

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern;
• Ensure the University fulfils its responsibility to its students, placement partner institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body;
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and
• Manage risk and protect the public, service users and placement partners.

3. Purpose of the Bachelor of Religious Education and English, History or Music programme DCU Fitness to Practise Statement

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the Bachelor of Religious Education and English, History or Music programme about the specific standards of conduct and professionalism required in the context of their programme of study.

Students enrolled on the Bachelor of Religious Education and English, History or Music programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement prior to commencing the Placement or at the commencement of the relevant academic year.

4. Approval of the Bachelor of Religious Education and English, History or Music programme DCU Fitness to Practise Statement

This Bachelor of Religious Education and English, History or Music programme Fitness to Practise Statement was approved by the Bachelor of Religious Education with English, History or Music Programme Board and it was referred thereafter to the Institute of Education Faculty Teaching and Learning Committee for final approval.
 

It has been confirmed to Academic Council that this Bachelor of Religious Education and English, History or Music programme is subject to the DCU Student Fitness to Practise Policy.

5. Fitness to Practise Principles
 

The role of the teacher is to educate. The following ethical values underpin the standards of teaching, knowledge, skill, competence and conduct as set out in the Teaching Council’s Code of Professional Conduct.³ The key values are Respect, Care, Integrity and Trust. 

The Teaching Council sets out the following standards that apply to all registered teachers regardless of their position.

• Professional Values and Relationships
• Professional Integrity
• Professional Conduct
• Professional Practise
• Professional Development
• Professional Collegiality and Collaboration

Further, students are expected to:
 

• conduct themselves professionally and respectfully towards pupils, treoraithe (cooperating teachers), university staff, peers and other placement personnel;
• maintain appropriate professional boundaries with pupils and other members of the school community;
• comply with school/placement policies, procedures and reasonable instructions;
• comply with DCU Garda vetting requirements;
• demonstrate appropriate preparation, punctuality, attendance and reliability;
• communicate appropriately and professionally, including through digital and social media platforms;
• maintain confidentiality and respect data protection requirements;
• demonstrate appropriate awareness of safeguarding and child protection responsibilities;
• act within the limits of their knowledge, skills and competence;
• respond appropriately to feedback and demonstrate a willingness to reflect and develop professionally;
• disclose circumstances that may reasonably affect their ability to participate safely and effectively in programme or placement activities. Students who wish to disclose a circumstance that may affect their ability to participate safely and effectively in programme or placement activities may contact the Programme Chair. Concerns can also be raised confidentially with the Student Support and Development services within DCU.

6. Fitness to Practise Causes/Circumstances of Concern

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the Bachelor of Religious Education and English, History or Music programme unfit to practise may relate to

• Student health and wellbeing
• Personal circumstances
• Professional conduct
• Academic engagement with the BREHM programme
• Engagement with professional placement requirements
   

Please note this list is not exhaustive

7. Fitness to Practise Procedures
 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at (Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.⁴

Where a student is dissatisfied with a decision made at levels 2 or 3,
they can appeal the outcome to the Fitness to Practise Appeals Committee.

1. DCU Fitness to Practise: 1.0 Introduction

2. The commonly used acronym for Fitness to Practise is “FTP”

3. The Teaching Council Code of Professional Conduct, pg 6

4. Student Fitness to Practise Procedures

Programme Fitness to Practise Statement 2026-2027 

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body (The Teaching Council). The Bachelor of Science in Science and Mathematics Education  fitness to practise requirements are set out in this Fitness to Practise Statement. 

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct: 

• Fitness to Practise Policy; 
• Fitness to Practise Procedures; 
• Bachelor of Science in Science and Mathematics Education Placement Handbook; 
• The Teaching Council’s Code of Professional Conduct for Teachers; 
• The student Fitness to Practise FAQ document.  

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise 

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.¹   

2. Purpose of the DCU Fitness to Practise Policy 

The purpose of the university’s Fitness to Practise Policy,² also referred to as ‘the Policy’, is to: 

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice; 
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern; 
• Ensure the University fulfils its responsibility to its students, placement partner institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body;  
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and  
• Manage risk and protect the public, service users and placement partners. 

3. Purpose of the Bachelor of Science in Science and Mathematics Education  programme DCU Fitness to Practise Statement 

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the Bachelor of Science in Science and Mathematics Education  programme about the specific standards of conduct and professionalism required in the context of their programme of study.  

Students enrolled on the Bachelor of Science in Science and Mathematics Education  programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement  prior to commencing the Placement or at the commencement of the relevant academic year. 

4. Approval of the Bachelor of Science in Science and Mathematics Education  programme DCU Fitness to Practise Statement 

This Bachelor of Science in Science and Mathematics Education  programme Fitness to Practise Statement was approved by the Bachelor of Science in Science and Mathematics Education  Programme Board and it was referred thereafter to the Institute of Education Faculty Teaching and Learning Committee for final approval. 

It has been confirmed to Academic Council that this Bachelor of Science in Science and Mathematics Education  programme is subject to the DCU Student Fitness to Practise Policy. 

5. Fitness to Practise Principles  

The role of the teacher is to educate. The following ethical values underpin the standards of teaching, knowledge, skill, competence and conduct as set out in the Teaching Council’s Code of Professional Conduct.³  The key values are Respect, Care, Integrity and Trust.  

The Teaching Council sets out the following standards that apply to all registered  teachers regardless of their position. 

• Professional Values and Relationships  
• Professional Integrity  
• Professional Conduct 
• Professional Practise 
• Professional Development 
• Professional Collegiality and Collaboration 

Further, students are expected to: 

• conduct themselves professionally and respectfully towards pupils, treoraithe (cooperating teachers), university staff, peers and other placement personnel; 
• maintain appropriate professional boundaries with pupils and other members of the school community; 
• comply with school/placement policies, procedures and reasonable instructions; 
• comply with DCU Garda vetting requirements; 
• demonstrate appropriate preparation, punctuality, attendance and reliability; 
• communicate appropriately and professionally, including through digital and social media platforms;  
• maintain confidentiality and respect data protection requirements; 
• demonstrate appropriate awareness of safeguarding and child protection responsibilities; 
• act within the limits of their knowledge, skills and competence;
• respond appropriately to feedback and demonstrate a willingness to reflect and develop professionally; 
• disclose circumstances that may reasonably affect their ability to participate safely and effectively in programme or placement activities. Students who wish to disclose a circumstance that may affect their ability to participate safely and effectively in programme or placement activities may contact the Programme Chair. Concerns can also be raised confidentially with the Student Support and Development services within DCU. 

6. Fitness to Practise Causes/Circumstances of Concern  

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the Bachelor of Science in Science and Mathematics Education  programme unfit to practise may relate to 

• Student health and wellbeing 
• Personal circumstances 
• Professional conduct 
• Academic engagement with the SME programme  
• Engagement with professional placement requirements Please note this list is not exhaustive 

7. Fitness to Practise Procedures 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at (Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.⁴  Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.    

1. DCU Fitness to Practise: 1.0 Introduction

2. The commonly used acronym for Fitness to Practise is “FTP”

3. The Teaching Council Code of Professional Conduct, pg 6

4. Student Fitness to Practise Procedures 

Programme Fitness to Practise Statement 2026-2027

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body (The Teaching Council). The Graduate Certificate in Autism Education fitness to practise requirements are set out in this Fitness to Practise Statement.

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct:

• Fitness to Practise Policy;
• Fitness to Practise Procedures;
• Graduate Certificate in Autism Education Placement Handbook;
• The Teaching Council’s Code of Professional Conduct for Teachers;
• The student Fitness to Practise FAQ document.

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.¹

2. Purpose of the DCU Fitness to Practise Policy

The purpose of the university’s Fitness to Practise Policy,² also referred to as ‘the Policy’, is to:

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern;
• Ensure the University fulfils its responsibility to its students, placement partner institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body;
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and

• Manage risk and protect the public, service users and placement partners.

   

3. Purpose of the GCAE DCU Fitness to Practise Statement
 

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the Graduate Certificate in Autism Education programme about the specific standards of conduct and professionalism required in the context of their programme of study.

Students enrolled on the Graduate Certificate in Autism Education programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement prior to commencing the Placement or at the commencement of the relevant academic year.

4. Approval of the Graduate Certificate in Autism Education programme DCU Fitness to Practise Statement

This Graduate Certificate in Autism Education programme Fitness to Practise Statement was approved by the Graduate Certificate in Autism Education Programme Board and it was referred thereafter to the Institute of Education Faculty Teaching and Learning Committee for final approval.

It has been confirmed to Academic Council that this Graduate Certificate in Autism Education programme is subject to the DCU Student Fitness to Practise Policy.

5. Fitness to Practise Principles

The role of the teacher is to educate. The following ethical values underpin the standards of teaching, knowledge, skill, competence and conduct as set out in the Teaching Council’s Code of Professional Conduct.³ The key values are Respect, Care, Integrity and Trust.

The Teaching Council sets out the following standards that apply to all registered teachers regardless of their position.

• Professional Values and Relationships
• Professional Integrity
• Professional Conduct
• Professional Practise
• Professional Development
• Professional Collegiality and Collaboration

Further, students are expected to:

• conduct themselves professionally and respectfully towards pupils, treoraithe (cooperating teachers), university staff, peers and other placement personnel;
• maintain appropriate professional boundaries with pupils and other members of the school community;
• comply with school/placement policies, procedures and reasonable instructions;
• comply with DCU Garda vetting requirements;
• demonstrate appropriate preparation, punctuality, attendance and reliability;
• communicate appropriately and professionally, including through digital and social media platforms;
• maintain confidentiality and respect data protection requirements;
• demonstrate appropriate awareness of safeguarding and child protection responsibilities;³
• act within the limits of their knowledge, skills and competence;
• respond appropriately to feedback and demonstrate a willingness to reflect and develop professionally;
• disclose circumstances that may reasonably affect their ability to participate safely and effectively in programme or placement activities. Students who wish to disclose a circumstance that may affect their ability to participate safely and effectively in programme or placement activities may contact the Programme Chair. Concerns can also be raised confidentially with the Student Support and Development services within DCU.

6. Fitness to Practise Causes/Circumstances of Concern
 

This FTP Statement acknowledges that issues impairing fitness to practise are wide-ranging. Some areas of concern which might render a student enrolled on the Graduate Certificate in Autism Education programme unfit to practise may relate to
 

• Student health and wellbeing
• Personal circumstances
• Professional conduct
• Academic engagement with the GCAE programme
• Engagement with professional placement requirements
   

Please note this list is not exhaustive.

7. Fitness to Practise Procedures
 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.⁴

Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.

1.  DCU Fitness to Practise: 1.0 Introduction

2. The commonly used acronym for Fitness to Practise is “FTP”.

3. The Teaching Council Code of Professional Conduct, pg 6

4. Student Fitness to Practise Procedures

Programme Fitness to Practise Statement 2026-2027

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body (Institute of Guidance Counsellors). The Graduate Diploma in Guidance Counselling fitness to practise requirements are set out in this Fitness to Practise Statement.

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct:

• Fitness to Practise Policy;
• Fitness to Practise Procedures;
• Fitness to Practise FAQ document.
• Graduate Diploma in Guidance Counselling in Guidance Counselling Placement Handbook;
• Institute of Guidance Counsellors’s Code of Ethics;

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.¹

2. Purpose of the DCU Fitness to Practise Policy

The purpose of the university’s Fitness to Practise Policy,² also referred to as ‘the Policy’, is to:

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern;
• Ensure the University fulfils its responsibility to its students, placement host institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body;
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and
• Manage risk and protect the public, service users and placement providers.

3. Purpose of the Graduate Diploma in Guidance Counselling programme DCU Fitness to Practise Statement

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the Graduate Diploma in Guidance Counselling programme about the specific standards of behaviour and professionalism required in the context of their programme of study. 

Students enrolled on the Graduate Diploma in Guidance Counselling programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement prior to commencing the Placement or at the commencement of the relevant academic year.
 

4. Approval of the Graduate Diploma in Guidance Counselling programme DCU Fitness to Practise Statement

This Graduate Diploma in Guidance Counselling programme Fitness to Practise Statement was approved by the Graduate Diploma in Guidance Counselling Programme Board and it was referred thereafter to the Institute of Education Faculty Teaching and Learning Committee for final approval. 

It has been confirmed to the Academic Council that this Graduate Diploma in Guidance Counselling programme is subject to the DCU Student Fitness to Practise Policy.
 

5. Fitness to Practise Principles

The work of the guidance counsellor involves respect and a special relationship of trust. A set of ethical principles underpin the standards competence and conduct as set out in Institute of Guidance Counsellor’s Code of Ethics.³
 

The Code consists of four ethical principles:
 

Principle 1: Respect for the rights and dignity of the client
 

Principle 2: Competence
 

Principle 3: Responsibility

Principle 4: Integrity The IGC Code of Professional Ethics also outlines guiding procedures for ethical decision making.⁴

6. Fitness to Practise Causes/Circumstances of Concern

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the Graduate Diploma in Guidance Counselling programme unfit to practise may relate to

• Student health and wellbeing
• Personal circumstances
• Professional conduct

• Academic engagement with the programme

   

Please note this list is not exhaustive.

7. Fitness to Practise Procedures
 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.⁵

Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.

1. DCU Fitness to Practise: 1.0 Introduction

2. The commonly used acronym for Fitness to Practise is “FTP”

3. Institute of Guidance Counsellors Code of Ethics, pg 1

4. Institute of Guidance Counsellors Code of Ethics, pg 6

5. Student Fitness to Practise Procedures

Programme Fitness to Practise Statement 2026-2027

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body (The Teaching Council). The Graduate Diploma in Inclusive and Special Education fitness to practise requirements are set out in this Fitness to Practise Statement.

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct:

• Fitness to Practise Policy;
• Fitness to Practise Procedures;
• Graduate Diploma in Inclusive and Special Education and Practicum Module Handbooks;
• The Teaching Council’s Code of Professional Conduct for Teachers;
• The student Fitness to Practise FAQ document.

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.¹

2. Purpose of the DCU Fitness to Practise Policy

The purpose of the university’s Fitness to Practise Policy,² also referred to as ‘the Policy’, is to:

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern;
• Ensure the University fulfils its responsibility to its students, placement partner institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body;
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and
• Manage risk and protect the public, service users and placement partners.

3. Purpose of the Graduate Diploma in Inclusive and Special Education programme DCU Fitness to Practise Statement

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the Graduate Diploma in Inclusive and Special Education programme about the specific standards of conduct and professionalism required in the context of their programme of study.
 

Students enrolled on the Graduate Diploma in Inclusive and Special Education programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement prior to commencing the Placement or at the commencement of the relevant academic year.

4. Approval of the Graduate Diploma in Inclusive and Special Education programme DCU Fitness to Practise Statement

This Graduate Diploma in Inclusive and Special Education programme Fitness to Practise Statement was approved by the Graduate Diploma in Inclusive and Special Education Programme Board and it was referred thereafter to the Institute of Education Faculty Teaching and Learning Committee for final approval.

It has been confirmed to Academic Council that this Graduate Diploma in Inclusive and Special Education programme is subject to the DCU Student Fitness to Practise Policy.

5. Fitness to Practise Principles
 

The role of the teacher is to educate. The following ethical values underpin the standards of teaching, knowledge, skill, competence and conduct as set out in the Teaching Council’s Code of Professional Conduct.³ The key values are Respect, Care, Integrity and Trust.
 

The Teaching Council sets out the following standards that apply to all registered teachers regardless of their position.

• Professional Values and Relationships
• Professional Integrity
• Professional Conduct
• Professional Practise
• Professional Development
• Professional Collegiality and Collaboration

Further, students are expected to:

• conduct themselves professionally and respectfully towards pupils, treoraithe (cooperating teachers), university staff, peers and other placement personnel;
• maintain appropriate professional boundaries with pupils and other members of the school community;
• comply with school/placement policies, procedures and reasonable instructions;
• comply with DCU Garda vetting requirements;
• demonstrate appropriate preparation, punctuality, attendance and reliability;
• communicate appropriately and professionally, including through digital and social media platforms;
• maintain confidentiality and respect data protection requirements;
• demonstrate appropriate awareness of safeguarding and child protection responsibilities;
• act within the limits of their knowledge, skills and competence;
• respond appropriately to feedback and demonstrate a willingness to reflect and develop professionally;
• disclose circumstances that may reasonably affect their ability to participate safely and effectively in programme or placement activities. Students who wish to disclose a circumstance that may affect their ability to participate safely and effectively in programme or placement activities may contact the Programme Chair. Concerns can also be raised confidentially with the Student Support and Development services within DCU.

6. Fitness to Practise Causes/Circumstances of Concern
 

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the Graduate Diploma in Inclusive and Special Education programme unfit to practise may relate to

• Student health and wellbeing
• Personal circumstances
• Professional conduct
• Academic engagement with the GDISE programme
• Engagement with professional placement requirements
   

Please note this list is not exhaustive.

7. Fitness to Practise Procedures
 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at (Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.⁴

Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.

1. DCU Fitness to Practise: 1.0 Introduction

2. The commonly used acronym for Fitness to Practise is “FTP”

3. The Teaching Council Code of Professional Conduct, pg 6

4.  Student Fitness to Practise Procedures

Programme Fitness to Practise Statement 2026-2027

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory bodies (listed below). The MA in Chaplaincy Studies and Pastoral Work fitness to practise requirements are set out in this Fitness to Practise Statement.

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines (where relevant and appropriate), as well as all other related regulations of the University:

• Fitness to Practise Policy;
• Fitness to Practise Procedures;
• MA in Chaplaincy Studies and Pastoral Work Placement Handbook;
• The Association of School Chaplains
• National Association of Healthcare Chaplains Ireland
• Irish Prison Service Chaplaincy Services
• Association of Clinical Pastoral Education Ireland (ACPE)
• All Ireland Institute of Hospice and Palliative Care (AIIHPC)
• The student Fitness to Practise FAQ document

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise
 

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.¹

2. Purpose of the DCU Fitness to Practise Policy
 

The purpose of the university’s Fitness to Practise Policy,² also referred to as ‘the Policy’, is to:

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern;
• Ensure the University fulfils its responsibility to its students, placement host institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body;
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and
• Manage risk and protect the public, service users and placement providers.

3. Purpose of the MA in Chaplaincy Studies and Pastoral Work programme DCU Fitness to Practise Statement

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the MA in Chaplaincy Studies and Pastoral Work programme about the specific standards of behaviour and professionalism required in the context of their programme of study.

Students enrolled on the MA in Chaplaincy Studies and Pastoral Work
programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement prior to commencing the Placement or at the commencement of the relevant academic year.
 

4. Approval of the MA in Chaplaincy Studies and Pastoral Work programme DCU Fitness to Practise Statement
 

This MA in Chaplaincy Studies and Pastoral Work programme Fitness to Practise Statement was approved by the MA in Chaplaincy Studies and Pastoral Work Programme Board and it was referred thereafter to the Institute of Education Faculty Teaching and Learning Committee for final approval.
 

It has been confirmed to Academic Council that this MA in Chaplaincy Studies and Pastoral Work programme is subject to the DCU Student Fitness to Practise Policy.

5. Fitness to Practise Principles
 

The following ethical values underpin the standards of knowledge, skill, competence and conduct: compassion, empathy and respect for a person's dignity.

6. Fitness to Practise Causes/Circumstances of Concern

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the MA in Chaplaincy Studies and Pastoral Work programme unfit to practise may relate to

• Student health and wellbeing
• Personal circumstances
• Professional conduct
• Academic engagement with the MACSPW programme
• Engagement with professional placement requirements
   

Please note this list is not exhaustive

7. Fitness to Practise Procedures
 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.³

Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.

1. DCU Fitness to Practise: 1.0 Introduction

2. The commonly used acronym for Fitness to Practise is “FTP”

3. Student Fitness to Practise Procedures

Programme Fitness to Practise Statement 2026-2027 

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body (Institute of Guidance Counsellors). The MSc. in Guidance Counselling fitness to practise requirements are set out in this Fitness to Practise Statement. 

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct: 

• Fitness to Practise Policy; 
• Fitness to Practise Procedures; 
• Fitness to Practise FAQ document.  
• MSc in Guidance Counselling in Guidance Counselling Placement Handbook; 

• Institute of Guidance Counsellor’s Code of Ethics; 

   

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise 

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.¹  

2. Purpose of the DCU Fitness to Practise Policy 

The purpose of the university’s Fitness to Practise Policy,² also referred to as ‘the Policy’, is to: 

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern; 
• Ensure the University fulfils its responsibility to its students, placement host institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body;  
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and  

• Manage risk and protect the public, service users and placement providers. 

   

3. Purpose of the MSc. in Guidance Counselling programme DCU Fitness to Practise Statement 

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the MSc. in Guidance Counselling programme about the specific standards of behaviour and professionalism required in the context of their programme of study.

Students enrolled on the MSc. in Guidance Counselling programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement  prior to commencing the Placement or at the commencement of the relevant academic year. 

4. Approval of the MSc in Guidance Counselling programme DCU Fitness to Practise Statement 

This MSc. in Guidance Counselling programme Fitness to Practise Statement was approved by the MSc in Guidance Counselling Programme Board and it was referred thereafter to the Institute of Education Faculty Teaching and Learning Committee for final approval. 

It has been confirmed to the Academic Council that this MSc. in Guidance Counselling programme is subject to the DCU Student Fitness to Practise Policy. 

5. Fitness to Practise Principles  

The work of the guidance counsellor involves respect and a special relationship of trust. A set of  ethical principles underpin the standards competence and conduct as set out in Institute of Guidance Counsellors’s Code of Ethics.³   

The Code consists of four ethical principles:  

Principle 1: Respect for the rights and dignity of the client  

Principle 2: Competence  

Principle 3: Responsibility 

Principle 4: Integrity  

The IGC Code of Professional Ethics also outlines guiding procedures for ethical decision making.⁴  

6. Fitness to Practise Causes/Circumstances of Concern  

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the MSc.  in Guidance Counselling programme unfit to practise may relate to 

• Student health and wellbeing 
• Personal circumstances 
• Professional conduct 
• Academic engagement with the programme  

Please note this list is not exhaustive. 

7. Fitness to Practise Procedures 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty  Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.⁵  

Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.    

1. DCU Fitness to Practise: 1.0 Introduction

2. The commonly used acronym for Fitness to Practise is “FTP”

3. Institute of Guidance Counsellors Code of Ethics, pg 1

4. Institute of Guidance Counsellors Code of Ethics, pg 6

5. Student Fitness to Practise Procedures 

Programme Fitness to Practise Statement 2026-2027 

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body (The Teaching Council). The Professional Master of Education (Post Primary Teaching)  fitness to practise requirements are set out in this Fitness to Practise Statement. 

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct: 

• Fitness to Practise Policy; 
• Fitness to Practise Procedures; 
• Professional Master of Education (Post Primary Teaching) Placement Handbook; 
• The Teaching Council’s Code of Professional Conduct for Teachers; 
• The student Fitness to Practise FAQ document.  

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise 

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.¹  

2. Purpose of the DCU Fitness to Practise Policy 

The purpose of the university’s Fitness to Practise Policy,² also referred to as ‘the Policy’, is to: 

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice; 
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern; 
• Ensure the University fulfils its responsibility to its students, placement partner institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body;  
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and  
• Manage risk and protect the public, service users and placement partners. 

3. Purpose of the Professional Master of Education (Post Primary Teaching)  programme DCU Fitness to Practise Statement 

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the Professional Master of Education (Post Primary Teaching)  programme about the specific standards of conduct and professionalism required in the context of their programme of study.  

Students enrolled on the Professional Master of Education (Post Primary Teaching)  programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement  prior to commencing the Placement or at the commencement of the relevant academic year. 

4. Approval of the Professional Master of Education (Post Primary Teaching)  programme DCU Fitness to Practise Statement 

This Professional Master of Education (Post Primary Teaching) programme Fitness to Practise Statement was approved by the Professional Master of Education (Post Primary Teaching) Programme Board and it was referred thereafter to the Institute of Education Faculty Teaching and Learning Committee for final approval. 

It has been confirmed toAcademic Council that this Professional Master of Education (Post Primary Teaching)  programme is subject to the DCU Student Fitness to Practise Policy. 

5. Fitness to Practise Principles  

The role of the teacher is to educate. The following ethical values underpin the standards of teaching, knowledge, skill, competence and conduct as set out in the Teaching Council’s Code of Professional Conduct.3  The key values are Respect, Care, Integrity and Trust.  

The Teaching Council sets out the following standards that apply to all registered  teachers regardless of their position. 

• Professional Values and Relationships  
• Professional Integrity  
• Professional Conduct 
• Professional Practise 
• Professional Development 
• Professional Collegiality and Collaboration 

Further, students are expected to: 

• conduct themselves professionally and respectfully towards pupils, treoraithe (cooperating teachers), university staff, peers and other placement personnel; 
• maintain appropriate professional boundaries with pupils and other members of the school community; 
• comply with school/placement policies, procedures and reasonable instructions; 
• comply with DCU Garda vetting requirements; 
• demonstrate appropriate preparation, punctuality, attendance and reliability;  
• communicate appropriately and professionally, including through digital and social media platforms; 
• maintain confidentiality and respect data protection requirements; 
• demonstrate appropriate awareness of safeguarding and child protection responsibilities; 
• act within the limits of their knowledge, skills and competence; 
• respond appropriately to feedback and demonstrate a willingness to reflect and develop professionally;
• disclose circumstances that may reasonably affect their ability to participate safely and effectively in programme or placement activities. Students who wish to disclose a circumstance that may affect their ability to participate safely and effectively in programme or placement activities may contact the Programme Chair. Concerns can also be raised confidentially with the Student Support and Development services within DCU. 

6. Fitness to Practise Causes/Circumstances of Concern  

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the Professional Master of Education (Post Primary Teaching)  programme unfit to practise may relate to 

• Student health and wellbeing 
• Personal circumstances 
• Professional conduct 
• Academic engagement with the PME programme  
• Engagement with professional placement requirements 

Please note this list is not exhaustive. 

7. Fitness to Practise Procedures 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at (Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.⁴  Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.   

1. DCU Fitness to Practise: 1.0 Introduction

2. The commonly used acronym for Fitness to Practise is “FTP”

3. The Teaching Council Code of Professional Conduct, pg 6

4. Student Fitness to Practise Procedures

Programme Fitness to Practise Statement 2026-2027 

All programmes subject to the Dublin City University (DCU) Fitness to Practise Policy must outline clear requirements and expectations for students, in addition to those established by the relevant professional regulatory body (The Teaching Council). The Professional Master of Education (Primary Teaching) fitness to practise requirements are set out in this Fitness to Practise Statement. 

This Fitness to Practise Statement should be read in conjunction with the following policies, procedures, and guidelines, as well as all other related regulations of the University and the relevant professional body code of professional conduct: 

• Fitness to Practise Policy; 
• Fitness to Practise Procedures; 
• Professional Master of Education (Primary Teaching) Placement Handbook; 
• The Teaching Council’s Code of Professional Conduct for Teachers; 
• The student Fitness to Practise FAQ document.  

1. DCU Fitness to Practise Policy - Definition of Fitness to Practise 

Fitness to Practise means having the necessary skills, knowledge, health, personal resilience and appropriate conduct and dispositions to undertake and complete, safely and effectively, a programme that includes elements of professional practice, experiential learning, or clinical work.¹   

2. Purpose of the DCU Fitness to Practise Policy 

The purpose of the university’s Fitness to Practise Policy,² also referred to as ‘the Policy’, is to: 

• Support students in the attainment of the attributes, competencies and standards which are required for professional practise, experiential learning, or clinical practice;
• Support students whose behaviour, capacity, welfare, or wellbeing negatively impacts their ability to engage with their programme of study and/or placement to the extent that their fitness to practise is a cause for concern; 
• Ensure the University fulfils its responsibility to its students, placement partner institutions, service users and Professional Regulatory / Registration Bodies, and aligns with the competencies and standards as outlined by a Professional Regulatory / Registration Body;  
• Provide a framework to effectively identify, manage, and resolve fitness to practise issues which may arise during a student’s programme of study or professional practise, experiential learning, or clinical practice; and  
• Manage risk and protect the public, service users and placement partners. 

3. Purpose of the Professional Master of Education (Primary Teaching) programme DCU Fitness to Practise Statement 

The purpose of this Fitness to Practise Statement is to provide clear information to students enrolled on the Professional Master of Education (Primary Teaching) programme about the specific standards of conduct and professionalism required in the context of their programme of study.  

Students enrolled on the Professional Master of Education (Primary Teaching) programme are required to sign or electronically indicate agreement to comply with this Student Fitness to Practise Statement  prior to commencing the Placement or at the commencement of the relevant academic year. 

4. Approval of the Professional Master of Education (Primary Teaching) programme DCU Fitness to Practise Statement 

This Professional Master of Education (Primary Teaching) programme Fitness to Practise Statement was approved by the Professional Master of Education (Primary Teaching) Programme Board and it was referred thereafter to the Institute of Education Faculty Teaching and Learning Committee for final approval. 

It has been confirmed to Academic Council that this Professional Master of Education (Primary Teaching) programme is subject to the DCU Student Fitness to Practise Policy. 

5. Fitness to Practise Principles  

The role of the teacher is to educate. The following ethical values underpin the standards of teaching, knowledge, skill, competence and conduct as set out in the Teaching Council’s Code of Professional Conduct.3  The key values are Respect, Care, Integrity and Trust.  

The Teaching Council sets out the following standards that apply to all registered  teachers regardless of their position. 

• Professional Values and Relationships  
• Professional Integrity  
• Professional Conduct 
• Professional Practise 
• Professional Development 

• Professional Collegiality and Collaboration 

   

Further, students are expected to: 

• conduct themselves professionally and respectfully towards pupils, treoraithe (cooperating teachers), university staff, peers and other placement personnel; 
• maintain appropriate professional boundaries with pupils and other members of the school community; 
• comply with school/placement policies, procedures and reasonable instructions; 
• comply with DCU Garda vetting requirements; 
• demonstrate appropriate preparation, punctuality, attendance and reliability;  
• communicate appropriately and professionally, including through digital and social media platforms; 
• maintain confidentiality and respect data protection requirements; 
• demonstrate appropriate awareness of safeguarding and child protection responsibilities; 
• act within the limits of their knowledge, skills and competence; 
• respond appropriately to feedback and demonstrate a willingness to reflect and develop professionally; 
• disclose circumstances that may reasonably affect their ability to participate safely and effectively in programme or placement activities. Students who wish to disclose a circumstance that may affect their ability to participate safely and effectively in programme or placement activities may contact the Programme Chair. Concerns can also be raised confidentially with the Student Support and Development services within DCU. 

6. Fitness to Practise Causes/Circumstances of Concern  

This FTP Statement acknowledges that issues impairing fitness to practise are wide ranging. Some areas of concern which might render a student enrolled on the Professional Master of Education (Primary Teaching) programme unfit to practise may relate to 

• Student health and wellbeing 
• Personal circumstances 
• Professional conduct 
• Academic engagement with the PMEP programme  
• Engagement with professional placement requirements Please note this list is not exhaustive 

7. Fitness to Practise Procedures 

The University expects most Fitness to Practise concerns to be dealt with locally to a satisfactory resolution. If a concern cannot be resolved informally or at (Level 1 (local level), a case can be presented at Level 2 (formal response at School / Faculty Level) or at Level 3 (formal response at University Level) of the Fitness to Practise Procedures.⁴  Where a student is dissatisfied with a decision made at levels 2 or 3, they can appeal the outcome to the Fitness to Practise Appeals Committee.    

1. DCU Fitness to Practise: 1.0 Introduction

2. The commonly used acronym for Fitness to Practise is “FTP”

3. The Teaching Council Code of Professional Conduct, pg 6

4. Student Fitness to Practise Procedures