When we asked a group of young adults to reflect on their experiences of Teaching Assistants (TAs) and Learning Support Assistants (LSAs), we expected to hear about interventions, classroom support and academic progress.
Whilst all of those things received a mention, the overarching theme was about trust.
They talked about the adults who helped them navigate school when everything felt overwhelming. The adults who noticed when they were struggling before anyone else did. The adults who helped make education accessible.
One participant described his TA as much more than a classroom assistant. She helped him keep up with notes when lessons moved too quickly. She reminded him to drink water because of his medication. She acted as a bridge between him and teachers when he found it difficult to speak up. She helped him through panic attacks and became what he called his "go-to person".
Another participant reflected on the impact TAs had on his entire educational journey:
"Without the many hours and care from teaching assistants throughout my education, I wouldn't be at university today."
He went on to explain that he may not have completed his GCSEs or A-levels without that support. For him, TAs didn't simply improve his experience of education, they changed the trajectory of his life.
That perspective is worth pausing on.
In schools, it can be easy to think about TA deployment as a timetable issue. For pupils, however, the effectiveness of a TA is often measured through relationships.
Understanding the child behind the diagnosis
One of the strongest and most thought-provoking themes from the discussion was the experience of working with new-to-role support staff.
Several young people described situations where a new TA arrived with little understanding of SEND, individual needs or established routines. While they recognised that everyone has to learn somewhere, they questioned whether pupils should be carrying so much responsibility for that learning.
As one participant put it:
"You're supposed to be the one being assisted, not training up."
Another spoke about the loss of confidence that can happen when a trusted, experienced TA leaves and is replaced by someone who is still learning the role.
"You feel like you've lost that support because you're starting again from scratch."
For schools, this is a powerful reminder that effective induction isn't just about supporting staff. It's about protecting the experience of the child.
The young people were clear that they do not expect every TA to be an expert in every area of SEND.
What they do expect is a foundation of understanding.
One participant talked about the importance of staff having a basic awareness of conditions such as ADHD, autism and other SEND needs before stepping into the role.
"Knowing broadly how the condition normally manifests lets you start understanding how it works in that specific case."
Importantly, they emphasised that every child is different. Training should not create assumptions; it should create curiosity, understanding and confidence.
The unique role that TAs play
A fascinating insight emerged as participants compared TAs with teachers.
One young person explained: "They feel like they're halfway between pastoral and teaching."
Another said:
"I felt like I could complain about things to a TA that I wouldn't say to a teacher."
Others described TAs as being approachable, relatable and often more aware of the everyday challenges pupils were experiencing.
Perhaps this is because great TAs develop an understanding of how individual pupils learn.
One participant described the value of having someone who knew:
- what motivates you
- what causes anxiety
- how to explain things differently
- whether visual supports, summaries or technology work best
As he explained:
"They know what's best for you and the best way for you to learn."
That personalised knowledge can be transformational.
What schools can learn from these voices
Listening to these young adults, it became clear that great TA support doesn't happen by chance.
It starts with thoughtful onboarding, meaningful training and a genuine understanding of the child behind the need.
To set TAs up for success, schools should prioritise three things:
- Understanding the child
- Investing in training
- Valuing professional expertise.
This means sharing key information about pupils' strengths and needs, providing meaningful SEND training and creating opportunities for TAs to learn from experienced colleagues. Just as importantly, schools should recognise the vital role TAs play by including them in conversations about pupil support and ongoing development.
A final thought
Children may forget worksheets, interventions and routines, but they rarely forget the adults who helped them believe they could succeed.
For many pupils with SEND, a great TA is not an additional resource. They are the trusted adult who helps make education accessible, meaningful and achievable.
