Leadership for Inclusive Practice

Positioning Teacher Aides In the Relational Space

Claire Sinnema

Few would argue the vital role that teacher aides play in realising aspirations for inclusive education. But little is known about whether teacher aides who support efforts for the inclusion of learners are themselves included in the relational space in and across schools.

In a recent study, we (Claire Sinnema, Joelle Rodway, Jude MacArthur and Rachel Cann) looked at patterns of interaction in educational networks, interactions between TAs and other in particular, and the prominence TAs in those relational patterns.

Using social network analysis, we focused on personal and work-related connections that are key to building trust and ensuring information and expertise can flow through networks.

Despite best intentions, relational ties between TAs and other educators were found to be low; connections were infrequent; and while teacher aides were accessible to others, people didn’t directly access them. Teacher aides were rarely considered valued sources of knowledge and expertise or identified as collaborators. They were typically on the periphery. This represents a significant missed opportunity.

What has this to do with leadership?

Educational leaders are particularly well placed to ensure we create, sustain and improve relational ties amongst teachers/leaders and teacher aides. In this piece, we call upon leaders at both school and system levels to be intentional in strengthening relational ties, taking on the role of brokers (and influencing others to take on brokering roles) to connect people in their networks who are otherwise disconnected.

Improving connections with teacher aides would not only be satisfying for those involved, but also directly and indirectly support inclusive practice for learners; an effort worth our attention.

The article referred to above is available Open Access here.

Sinnema, C., Rodway, J., MacArthur, J., & Cann, R. (2025). The Relational Space of Teacher Aides and Teachers: The ‘Ins’ and ‘Outs’ of Inclusive Education. Educational Administration Quarterly, 61(2), 282-322. https://doi.org/10.1177/0013161X241313125