ABSTRACT
This chapter argues that teaching assistants (with their various role titles) have, increasingly, since the 1970s, provided essential teaching but also nurturing and pastoral support to children with emotional and behaviour difficulties (EBD) in UK primary schools. However, like other ‘assistants’ in social and health services, their work deserves more recognition. It is suggested in this chapter that, because of the ‘place’ and pedagogical space inwhich they oftenfind themselves working, teaching assistants are able to provide children with a distinctive form of help and encouragement that complements the class-oriented teaching provided by a qualified teacher.
