Do teaching assistants improve pupil outcomes in mainstream schools?
Written By: Author(s): Vana Avgerinou
8 min read
The number of teaching assistants (TAs) in schools has trebled since 2000, largely in response to two initiatives: to ease teachers’ workload and facilitate the inclusion of children with special education needs and disabilities (SEND) into mainstream education (Sharples et al., 2015).
Although teachers, school managers and parents are largely positive about the contribution of TAs in classrooms, recent research proposes that the current deployment and use of TAs in schools does not always lead to improved learning outcomes for all pupils (Webster and Blatchford, 2013; Webster and Blatchford, 2015). However, there is good evidence to suggest that when deployed effectively TAs can have a positive impact on pupil learning (Bosanquet et al., 2016). In exploring the challenges and opportunities here, this article draws heavily on the work of Rob Webster and colleagues.
The more interactions a pupil has with a TA, the less he or she is likely to interact with the teacher.
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This article was published in October 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
References
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