There is a “need for urgent reform and recognition” for classroom assistants in Northern Ireland, a new report has found.
A study by Ulster University sheds light for the first time on the diverse experiences and critical challenges facing classroom assistants across the north.
Almost 1,500 classroom assistants in primary, secondary, grammar and special school settings took part in the research, which found a number of challenges and gaps related to recruitment, deployment, pay and professional development.
The authors of the report said the research “identifies the need for urgent reform and recognition of this pivotal workforce and includes a series of key messages relating to how this may be taken forward”.
The report, which was launched on Tuesday at Stormont, comes as the number of classroom assistants in Northern Ireland has grown by almost two thirds (63%) in the last six years.
Despite this, their position in the special educational needs (SEN) landscape has never been strategically evaluated in terms of contribution, efficiency or impact.
The report finds increasing demands have been placed on classroom assistants, relating to the growing numbers of pupils with diverse and complex special educational needs, including children with challenging behaviours.
Many said they work beyond their remit, even undertaking teaching duties with 82% stating they were not fairly paid for the work that they did. The report advocates aligning salaries with qualifications, experience, and responsibilities to reflect the true value of the role.
The report found 87% of classroom assistants supported the creation of a career pathway based on accredited training and experience, which could enable career progression and promotion opportunities.
The report includes a series of key messages in relation to areas for future action, including: a review of recruitment practices, job descriptions and job titles; a more consistent approach to continuing professional development; and the introduction of a career pathway.
Professor Una O’Connor Bones, research director at the UU School of Education, said: “The research represents the first in-depth study of this vital school-based workforce in NI and draws directly on the experiences and perspectives of almost 1,500 classroom assistants.
“It provides unique and necessary insights into the nature of the role, along with the challenges and frustrations that many have encountered.”
Dr Alison Montgomery, senior project specialist at the Centre for Effective Services said: “This report emphasises the need for a cohesive and transparent response involving key stakeholders across the education system to resolve the challenges highlighted through the research.
“This is essential to ensure the classroom assistant post is recognised and redefined so that this vital workforce can contribute most effectively to providing SEN support in schools.”
Stormont education minister Paul Givan said: “As we celebrate the contributions of classroom assistants today, we must also seek to critically evaluate our current practices and reconsider the traditional approach of one-to-one classroom assistant support”.
