ABSTRACT
Support teachers in this study were conscious of the multiple demands inherent in their role and the constraints imposed by large class sizes and lack of time for communication with class/subject teachers. Despite these difficulties, support teachers were positive about their school environments and their teaching and paraprofessional colleagues, though some unresolved tensions remained over responsibility for the learning of pupils who experienced difficulties in learning. Support teachers perceived that their work was valued and respected, especially by school leaders, and that they were contributing towards the establishment of inclusive learning environments. Therapeutic professionals believed they were ‘feeling their way’ as they navigated the school environment and began to understand classroom dynamics and how they could support the development of a more inclusive school culture.
