Although there has been increased interest in recent years into the work of teaching assistants in classrooms, this has mostly focused on how they can support children academically (Blatchford, Russell & Webster, 2012; Sharples, Webster & Blatchford, 2015) rather than the development of other “soft-skills” such as managing behaviour.
This in turn has led to discussions around quantifying teaching assistants’ contributions to schools, and debates around value-for-money in teaching assistants’ work (Houssart & Croucher, 2013; Roffey-Barentsen & Watt, 2014).
This focus on teaching assistants’ “measurable outcomes” and emphasis on quantifying their contributions to schools does not take into account the broader social, emotional and behavioural support they can provide for children.
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