The role of classroom assistants: perceptions and challenges

Abstract

ABSTRACT Many adults work with children in schools to provide support in a variety of forms. This study aimed to explore perceptions of the role of classroom assistants in supporting children’s learning in the primary classroom. Aligning with an interpretivist paradigm, a case study approach was used to explore the deployment of classroom assistants in one immersion primary school from multiple perspectives. Qualitative data were collected through semi-structured interviews and focus groups, which aimed to gather the perceptions of senior leaders, middle leaders, class teachers, classroom assistants and children on the role of classroom assistants in the immersion classroom. Five main themes emerged from the data collected. These were relationships, communication, training, language development and deployment. Results from this small-scale study indicate that classroom assistants carry out many duties within the case-study school. Although the supportive role of classroom assistants was highlighted in this study, the role was however undefined, and confusion arose surrounding the main duties of classroom assistants. There was evidence that a lack of clear policy and guidelines to focus the deployment of classroom assistants in the school meant that tensions could arise, which led to frustration.