Day Late, Para Short

There is a sizeable shortage of paraprofessionals, especially since the COVID-19 shutdowns. The job is imposing, the rate is low, the respect is minimal, and many don’t even have access to health benefits. Of course, like with classroom teachers, those in power seem stunned that it’s so hard to find aids. That’s a subject for outrage, but only a prologue here.

I have had several students who crumble without the presence of their paraprofessionals. Many are suddenly devoid of their educational access. They need notes, they need assistance with equipment, they need someone to communicate class activities with related service providers. Often they just need someone to tell them what in the world is going on. For students with multiple disabilities and alternative communication methods, it’s a day of being propped in the corner with no voice and no engagement.

For some it becomes a behavioral concern. Many students end up being overly reliant on their paraprofessionals, often due to low expectations and the desire of other educators to not have to deal with the atypical kid in their midst. The limited logic in keeping kids too reliant on paraprofessionals doesn’t change the fact that suddenly missing that support can have major consequences. I have students who turn into little powder kegs when their paraprofessional is absent. With that security missing, an otherwise kind and calm individual may resort to throwing and screaming. As a result, paraprofessionals who care deeply about their jobs stay in schools when they’re sick, have family commitments, or need to attend to other personal needs as they arise. Unhealthy practitioners = unhealthy children.

Oddly, when that otherwise vital paraprofessional is unavoidably gone it is often not pressing for administrators to find someone to fill-in. This was the case even before spikes in shortages. What is frustrating is that this is all an avoidable problem — pay paras well, give them incentives to work at your school, and prioritize the need to continue assisting the student when a para has to be away.

Of course, many places can’t even manage that for their general education teachers. There are, however, stories of staff members (including administrators) who fill-in for classes when subs aren’t available. Any chance we could get them to show the same courtesy to our students with disabilities?