Relationships between teachers and special-needs assistants (SNAs) can be challenging and lead to tension in the classroom over teaching and learning, a Department of Education report has found.
Challenges can arise when an SNA becomes “over-familiar” with a student and their family, which can result in inappropriate communication such as sharing sensitive information at the school gate or discussions on learning progress which are outside the SNA’s remit.
In addition, some school leaders say that while class teachers and SNAs generally work very well together, the relationship can get frayed in instances where a teacher is newly assigned to a classroom with an SNA who is more familiar with the class and students.
These are some of the findings based on Department of Education focus groups held with more than 250 principals and deputies as part of a research into the views of school leaders on the role and duties of SNAs.
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There are almost 22,000 SNAs in classrooms whose official role is to assist teachers to support more vulnerable students with significant care needs.
In practice, school leaders say the reality of the SNA’s role in school is very different from the narrow definition outlined in official circulars and extends into assistance with children’s learning and participation in class.
Principals say the complexity and demands of the role have increased dramatically, in particular for SNAs working in special schools, while an official circular outlining SNAs’ duties to meeting students’ care needs only is “vague and outdated”.
Overall, the focus group report finds that school principals and deputy principals hold SNAs in their schools in high regard for the important work they carry out.
Some describe how SNAs provide an “extra set of eyes and ears” in the classroom and yard, as well as facilitating students’ attendance and participation in class.
SNAs were also praised for noting behaviour that a teacher might not see and quickly intervening before issues escalate.
There was a consensus that the minimum educational requirement for SNAs – currently three Ds in the Junior Cert or equivalent – needs to be raised.
Focus group participants agreed there was a need to ensure a consistent standard of training is available through accredited courses which prepare participants for the demands of the SNA role.
About half of SNAs say they have received some job-specific training, while about 2,200 have completed a State-funded diploma course offered by UCD.
The diversity of the sector was also the subject of discussion, with white Irish women accounting for more than 90 per cent of SNA posts.
School leaders said they believed the SNA role was a “mothering role”, especially suitable for mothers returning to work after a period working in the home and caring for their own young children.
The SNA role was not seen as a breadwinner role or a career option, but as a second job in a household. The lack of career path was seen as a factor contributing to this perception.
Some school leaders added that many experience challenges around implementing additional working hours for SNAs provided for in public-sector pay agreements.
Under this, SNAs are required to be available to work for an additional 72 hours, or 12 days per year, while at second level SNAs are required to be available to work during June.
Some school leaders indicated they do not apply the requirement as it “would generate ill-will and provoke industrial unrest”.
In addition, school leaders said communications to SNAs from their trade unions were sometimes “inconsistent” with Department of Education circulars, which led to tension between school management and SNAs.
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