Teaching assistant support for learning and wellbeing: the perspectives of secondary school pupils with special educational needs and disabilities

Abstract

ABSTRACT This study used thematic analysis of interview data to explore how secondary school students with special educational needs and disabilities (SEND) perceived the one-to-one teaching assistant (TA) support they received for learning and wellbeing. One-to-one semi-structured interviews were conducted with twelve pupils in five mainstream secondary schools in England. The findings suggested that although there were some reported disadvantages of TA support in learning, the perceived benefits were more prominent, which included increased engagement with and better understanding of learning. The benefits of strong TA–pupil relationships were highlighted which suggested that TAs provided emotional safety and containment. The challenges included perceived social stigma and peer separation. Additionally, the findings suggested that TA support may hinder opportunities for independent learning. It was concluded that while the findings indicated that TA support benefits learning and wellbeing, the role of the TA in supporting student independence requires consideration. There is a risk of students forming an over-attachment to the TA which may also lead to emotional dependency.