ABSTRACT
This chapter considers why, in their unique position, TAs might be well placed to offer support to those children with behavioural difficulties. It also explores about some of the challenges TAs might experience in relation to their role in schools in offering this sort of support. HMI acknowledged that high levels of tailored behaviour support were not always easy for TAs, suggesting that most were ‘able to manage the behaviour of four or five pupils’ only, and that the support provided could be ineffective where there were problems for TAs in ‘maintaining discipline’. The chapter shows how the uncertainly over roles can be contributing factor to reduced status and power and make it challenging to manage some children's behaviour. It also shows that guidance from the British government has been consistent in expectations that TAs play a role in managing behaviour in English schools and that it is suggested that all transactions with children, in whichever supporting or pedagogical capacity.
