An exploration of the lived experiences of classroom assistants who support children with social, behavioural and/or emotional wellbeing needs in primary schools in Northern Ireland

Abstract

In recent years, the number of classroom assistants (CAs) appointed to support and promote an inclusive education system in mainstream classrooms has increased significantly. Despite these increasing numbers and the central role they play in the classroom, a review of the literature revealed a lack of studies that exclusively elicited and explored CAs perspectives and lived experience. The current study aimed to explore the lived experiences of eight CAs supporting a child or young person (CYP) with Social, Behavioural and/or Emotional Wellbeing (SBEW) needs in mainstream classrooms in Northern Ireland (NI). A qualitative methodology using semi-structured interviews was applied for data collection. Interpretative Phenomenological Analysis (IPA) was utilised as the method of analysis. During the analytical process, five group experiential themes (GETs) emerged as significant to participants’ experiences of supporting CYP, including: the influence of external factors on internal experiences, walking the tightrope of CA responsibilities in the role, Sense of low self-worth, keys to empowering and effective practice and the difficulty of what’s expected and dealing with what’s expected. These GETs are discussed in the context of existing literature, research and psychological theory. The findings support and complement the existing literature in this field. Future research directions have been suggested, along with implications for educational practice.

Thesis embargoed until 31 December 2025.

Date of Award	Dec 2024
Original language	English
Awarding Institution	Queen's University Belfast
Sponsors	Education Authority Northern Ireland
Supervisor	Maria McAleese (Supervisor) & Stephanie Burns (Supervisor)