This study implemented a qualitative approach to explore how Key Stage 4 (KS4) students with special educational needs and disabilities (SEND) perceived the one-to-one teaching assistant (TA) support they received for learning, wellbeing, and independence in these areas, with a focus on the strengths and areas for development. The students attended mainstream secondary schools in England. There is a paucity in the literature exploring pupil perspectives of TA support at the secondary school age level, particularly at KS4. This research offers useful insights for those involved in the planning, delivery, and review of TA support, including educational psychologists.

One-to-one semi-structured interviews were conducted with twelve KS4 pupils in 5 mainstream secondary schools from one local authority in South East England. The students had to be in receipt of one-to-one TA support for both cognition and learning and social, emotional, and mental health needs, with the aim of promoting student independence in these areas. Data were analysed using thematic analysis.

The findings suggested that TA support is associated with a range of benefits for both learning and wellbeing which appeared to outweigh the challenges, including increased engagement, learning understanding, learning task completion, and flexible approaches to learning. Additionally, the benefits of strong TA-to-pupil relationships were noted which inferred that TAs provided emotional safety and containment for the students they supported. The challenges included social stigma and peer separation. The data suggested that TA support hinders independence in learning, and a prominent theme was student dependency on TA support for learning, characterised by over-support and a possible reduced sense of autonomy and independence when receiving TA support. There was a minor theme of emotional dependency on TAs through intense attachment to them. The findings from this study provide an understanding of how KS4 students with SEND perceive their TA support which may contribute to the improvement of this intervention for KS4 students with SEND.