The main purpose of this study was to explore the mental health and subjective well-being of staff working with adolescents with severe and profound multiple learning difficulties. The participants were 19 teachers and 25 teaching assistants working in an inner London, local authority, specialist day provision. A demographic questionnaire, the…

A key metaphor used to describe the complexity of what teachers do is that of professional knowledge landscapes. This conveys the idea that effective practice should be explored in relation to how teachers perceive pupils, but also to how teachers see themselves and questions of professional identity. The research reported here was part of a…

Attention-deficit/hyperactivity disorder (ADHD) rates have increased in recent years, resulting in the need for more classroom support. In Wales, support for many pupils with ADHD is provided by the 16,157 teaching assistants (TAs) employed by local authorities. This qualitative study interviewed 15 primary school TAs to answer three questions…

This article discusses how psychosocial health in adolescence influences adult mental health among former students with special educational needs in Norway. These individuals have been followed prospectively from their teens and into their mid-30s. The study is inspired by life course perspectives with an emphasis on cumulative processes. The…

While the corpus of knowledge for teaching assistants (TAs) grows, less emphasis has been placed on specialised TAs, particularly those who adopt the 'nurture approach' when working with children with social, emotional and mental health difficulties (SEMH). To explore this a case study was made of TAs and teachers at a special, nurturing primary…

Learning support assistants or teaching assistants play a vital role in the education of pupils with complex learning disabilities, routinely supporting students on a 1:1 basis without the direct supervision of teachers. Despite the responsibility afforded these classroom support staff, there appear to be few training programmes designed for this…

Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers.…

The contribution of teaching assistants, learning support assistants or classroom assistants is becoming increasingly important in inclusive and specialist classrooms. In this article, Marjatta Takala, professor in special education at the University of Helsinki, describes her research into the work of 14 classroom assistants working in a mix of…

Describes a training program for classroom assistants which focused on development of reflective skills. The program used short video recordings of classroom situations followed by group discussion. A framework for evaluating the video situations and discussing them is also offered. (DB)

Twenty-seven classroom assistants in British special schools were surveyed. Results are summarized in the following areas: job title; length of service; training and qualifications; union membership, job description, and contracts; duties; relationships between teachers and assistants; relationships with children; and aspirations. A comparison…