The Union of Professional Educators expresses its formal concern regarding the allocation of duties for Learning Support Educators during school events, most recently observed on Parents’ Day.

It is our professional position that LSEs are trained specialists whose primary function is to facilitate inclusive education and provide targeted in-class support. However, we have observed a recurring trend in which these professionals are removed from the classroom environment to manage ancillary tasks, such as operating coffee stations or overseeing plant sales.

We wish to clarify that our objection is not contingent upon the attendance of specific students. Regardless of whether a particular child with a statement of needs is present on a given day, the LSEs role within the classroom remains vital. Their presence is essential to the overall learning environment: they assist the classroom teacher in managing the dynamics of the class, support small group instruction, and contribute to the smooth delivery of the curriculum for all pupils.

During Parents’ Day, LSEs should remain in the classroom to assist the class teacher during discussions with parents about other students. This demonstrates to parents that the teaching team is united and working cohesively in the best interests of all students, irrespective of individual ability.

When LSEs are reassigned to non-educational duties, it undermines their professional status and disrupts the pedagogical balance of the classroom. It implicitly devalues their expertise by suggesting that their skills are interchangeable with those of general volunteers.

We urge the administration to recognise that a LSEs place is within the educational sphere of the school. We request that future scheduling for school-wide events reflect this by keeping LSEs in the classroom, where their professional skills are not only needed but are rightfully applied.