ABSTRACT
This chapter provides an overview of national and international issues that influence both behaviour and teaching assistants (TAs). It examines the issues TAs face as a result of role definition, role-creep and their boundary crossing work as well as considering the influence of other’s perspectives on work TAs do. The chapter narrows down to look at specific institutional, or in-school factors that influence how TAs manage behaviour whilst. It supports the reader in examining their own context and how it supports, or can be developed to support TAs to manage behaviour effectively. Although research and guidance about using TAs generally in schools has increased in recent years, the research is based upon is the first study of its kind to specifically consider how TAs can support the management of behaviour. The practical experience is supported with prolonged engagement with research on behaviour and working with TAs; this formed the basis of PhD which investigated how TAs manage behaviour.
