Many classroom assistants in Northern Ireland schools are left feeling “undervalued”, “overworked” and treated as “dogsbodies”, a report has found.
The research, based on the views of almost 1,500 classroom assistants, was presented to MLAs at Stormont today by Ulster University and the Centre for Effective Services.
It found that the number of classroom assistants employed across all sectors of education has increased dramatically in the past few years — by almost two-thirds since 2018 — meaning around 22,800 were employed by the Education Authority in 2023-24
But concerns were raised that schools were appointing unqualified classroom assistants, especially because of “increasing demand for SEN [special educational needs] support”.
“The lack of any distinction in rates of pay, regardless of experience or qualifications, was viewed as demeaning, demoralising and unfair,” the report added, as it called for an urgent reform and recognition for what it described as “a pivotal workforce” in education.
The research found that challenges and gaps related to recruitment, deployment, pay and professional development.
It said that despite the growing number of classroom assistants, their position in the SEN landscape has never been strategically evaluated in terms of contribution, efficiency or impact.
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It added that 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.
“The wide-ranging and ambiguous nature of their job descriptions has led to vastly different deployment experiences, with some working beyond their remit and even undertaking teaching duties,” it said.
“Classroom assistants believed that the increased reliance on ad hoc approaches to recruitment de-skills and de-values their role, and that this is a significant disincentive in attracting and retaining suitable candidates.
“The majority also felt they are unfairly paid for the level of responsibility and wide-ranging nature of the work they are doing.
“Added to this, many did not feel they are recognised as a valued and respected member of the school community.
“The research team recognises the progress already made by the [Education] Minister and his department to advance the SEN transformation agenda,” it added.
“Key messages are therefore intended to contribute to the ongoing exploration and development of options and opportunities for the classroom assistant workforce — an integral part of this agenda.
Statistics from the report showed that 82% of classroom assistants felt they were not fairly paid for the work that they did. A further 87% supported the creation of a career pathway based on accredited training and experience.
Almost half said they were on temporary or term-time-only contracts, with some adding they had been working for “several decades on temporary contracts with no guarantee of returning at the start of each school year”.
Nick Mathison, chair of Stormont’s education committee, said the report contained many concerning details.
“We have known for years that schools are finding it hard to recruit experienced classroom assistants. This report outlines both the wider challenges experienced and their dedication to the children they support,” he said.
“There have also been troubling reports of the temporary recruitment becoming standard practice, and even some found not to have completed Access NI checks.
“SEN support staff are fundamental if we are to start meeting the needs of our children. The Department of Education needs to do much more to support and develop the role and ensure the terms and conditions of their employment are put onto an equitable footing.”
Alliance Lagan Valley MLA Michelle Guy added: “It’s clear that classroom assistants have felt increasingly undervalued.
“The minister needs to set out a plan, including the development of career pathways, the outline of what training is available, and how distinction will be created for different specialities
“Most importantly, the minister needs to listen to the views as a first step in addressing a workforce crisis and delivering SEN transformation.”
Responding to the report, Education Minister Paul Givan said: “Classroom assistants play an integral role in supporting teachers and ensuring that every child has access to the best possible learning experience. Earlier this month, I announced a programme for reforming the provision of support for children with special educational needs, and this report is particularly timely for the work which is being taken forward as part of that reform agenda.
“We must also seek to critically evaluate our current practices and reconsider the traditional approach of one-to-one classroom assistant support.
“Evidence suggests that collaborative approaches, where classroom assistants work with small groups or in partnership with teachers, can be more effective in promoting engagement and learning,” Mr Givan added.
“Some of our schools are already seeing the benefits of these approaches to children and we must make these opportunities more widely available as we continue to be guided by best practice and evidence on what works.”
News Catch Up: Tuesday 28th January