Unheard Voices: Teacher Assistants’ Views and Experiences of Safety in Their Schools

Teacher assistants (e.g. paraprofessionals, instructional aides, and classroom assistants) work under teacher supervision to support students. In this study, we explored teacher assistants’ (TAs; N = 448) perceptions of school violence, drawing on qualitative data from a larger national survey of school personnel. Participants expressed a lack of support, accountability, and resources from administration and other school staff, underscoring the need for more inclusive and comprehensive strategies to improve safety. Participants recommended both evidence-informed interventions (e.g. restorative practices, positive behavior interventions) and stricter, punitive approaches (e.g. zero-tolerance policies, school hardening). Findings suggest that TAs’ views relate to experiences of victimization and a need for more training around school safety issues.