The effect of support staff on pupil engagement and individual attention

Abstract

Despite an unprecedented increase in classroom-based support staff, there are confusing messages about their appropriate deployment and a lack of systematic evidence on their impact. This article addresses the deployment and impact on pupil engagement and individual attention of support staff, commonly known as teaching assistants (TAs), in terms of: (1) a comparison between TAs and teachers; (2) differences between pupils with and without special educational needs (SEN); and (3) differences between primary and secondary schools. Systematic observations of pupil behaviour in 49 primary and secondary schools showed that support staff presence resulted in increased individualisation of attention and overall teaching, easier classroom control, and that pupils showed more engagement and a more active role in interaction with adults. This supports teachers' positive view of support staff, but their presence also meant pupils' contact with teachers declined and at secondary level there was less individual and active interactions between teachers and pupils.

Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs

“…As sustained interactions are much more common with TAs than with teachers, improvements in individual attention and student engagement have been observed (Blatchford et al, 2009). In terms of student attitudes, TAs also play a vital role in fostering positive approaches to the learning experience .…”

Students With ASD in Mainstream Primary Education Settings: Teachers' Experiences in Western Australian Classrooms

“…Other theorists who hold more ambivalent or critical views of the potential benefits of inclusion contend that the presence of EAs/TAs in the classroom can produce some negative outcomes for students with ASD. These include a reduction in teacher attention, independent learning and social interaction with peers (Alston & Kilham, 2004;Blatchford, Bassett, Brown, & Webster, 2009;Farrell, Alborz, Howes, & Pearson, 2010;Howes, 2003;McVittie, 2005;Symes & Humphrey, 2011).…”

Medición cualitativa de la interacción profesor-alumno en el trastorno de autismo

“…In other words, the support teacher, being a constant reference point, provides the child with continuity, protecting him from changes and unexpected events during the educational program. The presence of the support teacher is also favorable concerning academic achievements, if compared to ASD children without support (Blatchford et al, 2009b).…”

“…First of all, some authors underline that children with ASD have poor and sometimes insubstantial achievements deriving from the direct action of the support teacher (Howes, 2003;Blatchford et al, 2009a). Moreover, they point out that the support teacher's presence in the classroom may reduce the class teacher's attention towards the child with ASD (Blatchford et al, 2009b). It's not unusual that the class teacher addresses instructions and remarks not towards the child with ASD (that often have a personal support teacher) but towards the support teacher of the child (Hemmingsson et al, 2003).…”