In mainstream schools across the UK, we are seeing a steady and important shift: more children with significant Speech, Language and Communication Needs (SLCN), including those who use Augmentative and Alternative Communication (AAC), are being educated in inclusive settings.

Inclusivity is the right direction, but it comes with a reality that we need to talk about more honestly. For many of these children, the Teaching Assistant (TA) is the key adult.

When that system works well, outcomes can be transformational. When it doesn’t, we often see distress, dysregulation and missed opportunities for communication that simply should not be happening.

The reality: TAs are central to SEND provision

Teaching Assistants already play a critical and expanding role in supporting pupils with SEND in mainstream schools, often providing one-to-one and highly individualised support throughout the school day.

There is clear policy direction reinforcing this:

TAs are described as “central” to the government’s inclusion agenda for mainstream SEND provision
Increasingly complex support is being delivered within mainstream settings, often facilitated by TAs
Responsibilities are growing, frequently extending beyond learning into emotional regulation, behaviour support and communication facilitation [assets.pub...ice.gov.uk]

At the same time, many TAs:

Did not originally train for high-complexity roles
Have variable access to specialist training
Are navigating emotionally demanding work with limited support

This mismatch matters.

When adults aren’t equipped, children feel it

AAC is designed to give children a functional way to express needs, thoughts and feelings when spoken language is not accessible to the child. When used effectively, it can significantly improve communication, participation and quality of life.

AAC only works however when the people around the child know how to use it. Children who use AAC need the right strategies at the right time. Knowing how, what and when is crucial to success.

If a TA:

Doesn’t feel confident modelling language
Doesn’t understand how to scaffold communication
Doesn’t recognise early signs of dysregulation
Or, crucially, doesn’t feel motivated or invested in the role

…then communication breaks down.

And when communication breaks down, dysregulation and subsequent behaviour escalates.

In practice, what we often see is:

Increased frustration because the child is not understood
Escalations that are interpreted as “behavioural” rather than communicative
A cycle where both the child and the adult become less confident

Importantly, research shows that gaps in staff understanding of a child’s needs can directly impact their experience, learning and emotional wellbeing in school. [gov.uk]

So this is not a “nice to have”. It is fundamental.

Motivation matters just as much as skill

We often focus (rightly) on training. But motivation is equally critical. Supporting a child with complex communication needs is:

Relational
Emotionally demanding
Often unpredictable
Sometimes brilliant, sometimes really hard

If a TA feels:

Unsupported
Out of their depth
Or that this role isn’t what they signed up for

…they are far less likely to:

Persist with modelling AAC consistently
Lean into communication opportunities
Hold a regulated, attuned presence during moments of distress

And that directly impacts the child. Children who use AAC need adults who:

Believe in their competence
Are curious about their communication
Stay regulated when things are difficult
And actively create opportunities for interaction

That is not accidental. It is built.

This is where Speech and Language Therapists are essential

This is exactly why the role of the Speech and Language Therapist (SLT) is so critical.

AAC intervention is inherently multidisciplinary, involving the whole team around the child, and effective delivery depends on the skills of the wider team, including education staff. [tandfonline.com]

SLTs are not just there to assess and write reports.

They are there to:

Translate complex communication profiles into practical, usable strategies
Coach TAs in real-time interactions
Model AAC use in meaningful contexts
Support TAs to understand why strategies matter (not just what to do)
Build confidence, not just competence

Evidence shows that training programmes in AAC can significantly improve professionals’ knowledge, skills and confidence in delivering interventions. [tandfonline.com]

But crucially, the most effective support is not one-off training. It is ongoing, collaborative, and embedded.

What good looks like in practice

In schools where this is working well, we tend to see:

1. TAs who feel confident and valued

They understand the child’s communication system
They know how to model language throughout the day
They feel part of a wider professional team

2. Consistent communication opportunities

AAC is used all day, not just in “therapy time”
Adults model without pressure
Communication is seen as shared, not tested

3. Reduced dysregulation

Because the child can communicate effectively
And the adult recognises and responds early

4. Better long-term outcomes

Increased independence
Stronger relationships
More meaningful access to learning

The Education Endowment Foundation is clear that when deployed effectively, TAs can significantly improve pupil outcomes — particularly when they are well-trained and work in structured partnership with teachers and specialists. [educatione...ion.org.uk]

Moving forward: what schools and MATs need to prioritise

With SEND reforms likely to continue expanding mainstream inclusion, this is not going away. If anything, the need for skilled, motivated TAs will only increase. So the question becomes:

Are we investing in the people who are already doing the job?

Key priorities should include:

Structured AAC and SLCN training pathways for TAs
Ongoing coaching from SLTs (not just report writing)
Protected time for reflection and supervision
Recognition of the emotional labour involved
Clear role definition and expectations

Because ultimately: The difference between a regulated child and a dysregulated one is often not the child — it’s the level of support around them.

Final thoughts

Teaching Assistants are not an “add-on” to SEND provision. For many children using AAC, they are the provision. When we invest in their motivation, confidence and skills — and when SLTs are enabled to support them properly — we don’t just improve practice, we improve outcomes and we change children’s daily lived experience of school.

That is where the real impact lies.

Are you looking to start the 2026-2027 school year with bespoke speech and language therapy support tailored to the individual needs of your school / setting? We’re here to help!

Visit our Speech & Language Therapy for Schools and Education Settings or Speech & Language Therapy for Multi-Academy Trusts (MATs) pages to learn more about our scalable, consistent, and cost-effective speech and language therapy solutions that can work across diverse school / education settings.

Have questions? Get in touch with us today!

Why Teaching Assistant Skill Development is Key for Children Using AAC