“We need more support”: paraprofessionals’ perceptions of training and coaching for behavior management

Paraprofessionals play a critical role in supporting students with disabilities and behavioral needs in inclusive classrooms, yet their preparation often remains misaligned with their responsibilities. This practice-based study examined paraprofessionals’ perceptions of confidence, training, and access to professional learning supports for classroom behavior management. A cross-sectional survey was completed by 32 paraprofessionals; 27 provided complete quantitative responses. Participants reported high confidence in managing student behavior but limited access to formal training, de-escalation preparation, and coaching. Qualitative responses emphasized hands-on training, job-embedded learning, and stronger administrative support. Findings suggest that paraprofessionals often develop confidence through experience rather than systematic preparation, underscoring the value of coaching-based professional learning aligned with classroom responsibilities.