Teaching Assistants, respected enough to teach, but not enough to be paid accordingly

Hodgkins, Angela ORCID: https://orcid.org/0000-0003-2464-7848, Malomo, Michelle ORCID: https://orcid.org/0000-0002-8455-2587 and Solvason, Carla ORCID: https://orcid.org/0000-0003-3072-0079 (2024) Teaching Assistants, respected enough to teach, but not enough to be paid accordingly. International Journal of Changes in Education, Online (First). pp. 1-10. ISSN 3029-133X

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Abstract

In this article, we examine the role and responsibilities of teaching assistants (TAs) in primary schools in England. A
survey exploring the health and wellbeing of educators received 244 responses, with 70 TAs eager to share their experiences.
While literature indicates that expectations placed upon TAs are often unclear and fluid, our data suggests that this vagueness can be exploited by leaders. In response to our survey, a picture emerges where the responsibilities of TAs increased exponentially during the pandemic and have not lessened since. In a role that is very poorly paid and can be relatively unsupported, the inevitable impact of this is a significant increase in stress and anxiety. This stress not only impacts TAs' mental health and wellbeing but also affects their family relationships. In this article we call for a review of this role at school level, and for consideration to be given to clearer pay scales and job descriptions. We advise schools to consider actions that create a more respectful school culture, where the skills, knowledge and wellbeing of TAs is valued on a par with their teaching colleagues.

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