Challenges and Best Practices in Supporting Life Skills Students in General Education: A Study of Paraprofessional Experiences
DOI:
https://doi.org/10.57125/FED.2026.06.15Abstract
Paraprofessionals are crucial to the success of students with life skills needs in the United States, yet little research or practice has examined their experiences. This research examines both the challenges and effective practices related to paraprofessional support in inclusive settings, focusing specifically on managing student behaviour and stressors, and on collaboration and support. A survey study, using a qualitative method, was conducted with paraprofessionals supporting life skills students in general education settings (n=11). The survey results show that behavioural management, unclear roles and responsibilities, and a lack of training and development opportunities are major challenges. Further, participants reported feelings of burnout, low value and challenges related to unclear communication and changes in the teacher's role in delivering student support. Qualitative responses also indicate the importance of structured teamwork, defined roles and responsibilities, and opportunities for training. However, respondents also report successful strategies, such as effective communication and collaboration within their team, targeted training in behaviour management, and ongoing support. The results highlight the need for better integrated support for paraprofessionals to improve staff and student outcomes. These findings have implications for educational policy and practice regarding training strategies, team collaboration and organisational approaches to support stability and recognition in inclusive settings.
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