Reflecting on a Strategic Change Initiative: Maximising the Capacity, Value and Impact of Support for Learning Workers

This study was conducted as a key component of the Into Headship programme which I completed in 2022. The study examines the deployment of support for learning workers (SFLWs) in a Glasgow secondary school, while also addressing challenges that hinder effective collaboration between teaching staff and SFLWs that could enhance young people’s learning experiences and outcomes. The study examines the feedback gathered to identify views and experiences of all stakeholders working with and alongside SFLWs in the school community. It then reflects on the strategies employed while setting timelines and regularly reviewing progress with key staff responsible for leading and managing the SFLW team. The self-evaluation tool from the Education Endowment Fund (EEF), focusing on effective classroom assistant practices, and the Scottish Government 2020 review Support for Learning: All Our Children and All Their Potential, served as the foundation for this work. Both documents supported the exploration of structures and routines to better meet the needs of learners. So far, the study has been valuable in fostering dialogue and reflection on how we can collaborate to improve outcomes for our young people while leading strategic changes involving SFLWs’ responsibilities. Some viewed this effort as too aspirational, given that it involves one of the lowest paid (UK Government, 2023) and often underappreciated (BBC, 2025) roles in the education system. As strategies were implemented, reviewed, and refined, a self-reflection journal emerged to help guide and sustain positive progress. Despite the challenges, this ambitious undertaking sheds some light on the untapped potential of SFLWs, offering a compelling vision for transforming the interrelationship of SFLWs and teachers for driving meaningful and lasting change.