Abstract

As educational institutions worldwide strive to create inclusive and equitablel earning environments, the role of learning support staff has gained increasing prominence. This article delves into the evolving professional status of learning support staff within the context of English schools from the mid-twentieth century to the present. By examining different definitions of professionalism, this article addresses whether learning support staff can be understood to fit into the category of professionals. The article adopts a systematic approach, synthesising findings from a wide range of literature encompassing education policy, academic research into support staff and professional identity theories.  Through a critical examination of theories of professionalism, empirical research, and conceptual discussions, the review uncovers the intricate interplay between personal values, organisational culture, and societal perceptions that shape the professional status of support staff. The article underscores the organisational tensions impacting on perceptions of professional status, emphasising the themes of professional autonomy, hierarchical command structures and the downplaying of the importance of emotional labour. The article concludes byidentifying the need for more research into the personal narratives of support staff.

Keywords

Professionalism, Professional identity, Learning support staff, Education policy

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