4 Strategies to Help Paraprofessionals Feel Supported and Included

As a social work supervisor who has spent countless hours observing classrooms and working alongside educators and students, I’ve come to recognize an essential truth: Paraprofessionals are often the unsung heroes of our schools. These dedicated staff members are deeply involved in students’ day-to-day experiences, especially for those with complex social, emotional, and behavioral needs. Yet, despite their critical role, paraprofessionals frequently remain on the sidelines when it comes to training, support, and inclusion in decision-making processes.

Paraprofessionals are not just assistants. They are emotional anchors, trusted adults who provide one-on-one support, help students regulate emotions, and serve as consistent, stable figures in sometimes chaotic environments. However, in many schools, particularly those facing funding challenges or high needs, paraprofessionals are expected to implement behavior plans without input into their design or receive little to no training tailored to their unique role. This lack of inclusion can lead to burnout, high turnover, and ultimately, students losing the consistent support they desperately need.

For school leaders committed to effective special education programs, this presents a pressing challenge: How do we ensure that paraprofessionals are seen, heard, and equipped to contribute meaningfully? The answer lies in intentional strategies to include paraprofessionals as key members of the special education community within the school.

4 Practical Ways to Support Paraprofessionals

Supporting paraprofessionals is an essential strategy to build sustainable, equitable special education programs. When paraprofessionals receive proper training, emotional support, and recognition, their effectiveness increases, and so do student outcomes. Conversely, neglecting their needs can result in frequent turnover, inconsistent student support, and missed opportunities to strengthen school culture.

1. Tailored SEL training for paraprofessionals. Standard professional development often misses the unique challenges paraprofessionals face daily. Creating brief, targeted social and emotional learning sessions that focus on real scenarios like managing crises, supporting self-regulation, and communicating with distressed students can make a significant difference.

These trainings should be interactive and practical, offering immediately usable tools rather than theoretical content. Importantly, sessions must occur during paid hours to respect paraprofessionals’ time and expertise. Including role-plays and scenario discussions helps paraprofessionals build confidence and refine skills relevant to their specific roles.

2. Meaningful inclusion in planning. Paraprofessionals have firsthand insights about students that are valuable to crafting effective behavior supports. Including them in individualized education program (IEP) and intervention meetings not only recognizes their expertise but ensures that plans are realistic and tailored. Schools should encourage paraprofessionals to prepare and share observations in these meetings and provide support to help them communicate professionally.

If they cannot be a part of the meetings, providing them the option to write out their thoughts is a great substitute. By treating paraprofessionals as collaborators rather than implementers, schools improve both student outcomes and paraprofessionals’ sense of value and agency.

When I worked as a school social worker in Brooklyn, there was a student whose behaviors weren’t improving despite multiple interventions. Although the paraprofessional wasn’t part of the IEP meeting, I asked her, “What do you notice just before things start to go left?” She shared that the student would clench his jaw and hum quietly, which was something none of us had picked up on. That small insight helped us build in earlier supports. She later told me how much it meant to be asked, saying, “I usually just get told the plan, but I actually know this kid.” It was a great reminder of how essential paraprofessionals are to the process.

3. Regular emotional check-ins and debriefing. Paraprofessionals often face emotional strain from working closely with students dealing with trauma or behavioral challenges. Establishing routine check-ins led by counselors or social workers allows paraprofessionals to process difficult experiences and build resilience.

A simple and sustainable way to implement emotional check-ins is by scheduling short, 10-to-15-minute debriefs once a week or biweekly during a time that doesn’t conflict with classroom duties, like right after dismissal or during a prep block. These don’t have to be therapy sessions, but a school social worker or counselor can guide with a single prompt like “What’s something that felt heavy this week?” or “What support would’ve helped you today?” The goal is to make space, and not solve everything.

For schools with tight schedules, even sending out a short weekly Google Form with two open-ended questions can give paraprofessionals a private outlet to reflect and request support.

4. Build peer support networks. Paraprofessionals can feel isolated from teaching teams, but peer networks provide essential connection and shared learning. Facilitated groups or staff lunches of which classroom teachers are often a part offer spaces to exchange strategies, vent frustrations, and uplift one another.

Creating mentorship programs where experienced paraprofessionals are paired with newcomers accelerates professional growth. Providing dedicated time and institutional support for these networks signals their importance and fosters a culture where paraprofessionals feel heard and valued. Strong peer communities also improve morale and consistency in student support.

One realistic way to implement this is by carving out 20–30 minutes during existing professional development days or after-school staff meetings once a month. A lead paraprofessional or supportive staff member can help guide the conversation, using a simple check-in question and space to share strategies around common challenges (like managing transitions or working with students in crisis). Even just reserving a classroom and providing coffee or snacks can make the space feel welcoming.

Schools can also create a shared Google Doc where paraprofessionals drop in questions or tips throughout the month, in order to keep the learning going between meetings. It doesn’t need to be perfect, but it does need to be consistent to create real community.

The Bigger Picture: Why This Matters Now

Today’s students face a complex landscape of social and emotional challenges, from the lingering effects of the pandemic to systemic inequities that impact mental health. Schools are increasingly tasked with creating environments that foster healing, resilience, and academic growth.

Paraprofessionals are essential to this mission. They are often the consistent adults whom students turn to in moments of distress. To build schools where every child can thrive, leaders must invest in the adults supporting them.

School leaders have the power and responsibility to transform how paraprofessionals are integrated in the school community. By providing targeted training, including paraprofessionals in planning, offering emotional support, fostering peer connections, and publicly recognizing their expertise, leaders can build stronger, more sustainable special education programs.