Every child has the right to education and participation. However, for children and young people with physical, intellectual, or emotional challenges, everyday school life often comes with special hurdles. This is precisely where school support (also known as educational support or learning support) comes in, an assistance program that helps over 50,000 students annually in Germany to actively participate in lessons [1]. The tasks involved in school support are considerably more multifaceted than many would assume. In this article, you will learn which activities are part of daily work, what competencies you should bring, and how to successfully enter this fulfilling field.
For those who want to gain a solid foundation in school support, Diingu offers a free introductory course: Fundamentals of School Support. The course systematically covers all relevant fundamentals, from specific tasks and the right mindset to typical pitfalls in professional practice.
What is School Support and Why is it Important?
School support, often also referred to as integration assistant or inclusion support, is a form of individual assistance for children and young people with special educational needs in the school context. The goal is to enable affected students to participate in regular classes and promote their independence. The legal foundation is provided by the Social Code, specifically the integration assistance according to SGB VIII or SGB IX, depending on whether an emotional or physical impairment exists [2].
The significance of this work has increased considerably in recent years. Since the UN Convention on the Rights of Persons with Disabilities came into force in Germany in 2009, the right to inclusive education has been legally enshrined. More and more children with special needs attend mainstream schools instead of special education schools. This development makes school support an indispensable component of the inclusive education system. Without qualified assistance, regular school attendance would not be possible for many affected children.
The work is not about taking over all tasks for the children. Rather, school support professionals see themselves as facilitators of participation. They create frameworks in which children can develop their abilities and gradually gain more independence. This activating support fundamentally distinguishes school support from mere supervision and makes it a demanding educational activity.
Why This Knowledge is Essential Today
Inclusion is No Longer Optional but a Legal Mandate
The German education system is in the midst of a transformation process. Schools are now obligated to provide access to children with disabilities. This legal entitlement leads to an increasing need for qualified school support workers. Without comprehensive knowledge of school support tasks, professionals cannot meet this requirement. Teachers alone often cannot adequately address the individual needs of particular children in large classes. School support workers bridge this gap and make inclusion practicable in everyday school life.
The Role Requires a High Degree of Educational Sensitivity
School support is not a standardized activity where the same routines occur every day. Each child brings individual needs, strengths, and challenges. An autistic child, for example, requires different support than a child with physical impairment or attention deficit disorder. This diversity requires school support workers to have a deep understanding of different disabilities and the ability to respond flexibly to changing situations. Only with appropriate foundational knowledge can you assess when support is necessary and when consciously stepping back promotes independence.
Relationship Building as Key to Success
The quality of the relationship between school support worker and child largely determines the success of the intervention. Children only open up when they can build trust. At the same time, the relationship must not turn into a form of dependency. Finding this balance is one of the most demanding aspects of school support. Professionals must understand how to build professional closeness without overstepping their role. This knowledge protects both the child and the support person and creates a safe framework for development.
Collaboration with Teachers and Parents
School support workers operate within a complex system of various stakeholders. Teachers, parents, therapists, and school administration all have different perspectives and expectations. Without a clear understanding of one's own role and boundaries with other professions, misunderstandings and conflicts quickly arise. Those who know the fundamentals of school support can position themselves professionally, communicate constructively, and contribute to productive collaboration. This ability directly affects the wellbeing of the supported child.
Legal Protection and Professional Conduct
School support workers operate in a legally sensitive area. Questions about duty of care, data protection, and the limits of one's own responsibility arise regularly. Ignorance can lead to liability issues or, in the worst case, endanger the child. Sound knowledge of rights and duties creates certainty of action in everyday work. You then know exactly when you can decide independently and when you need to consult with others.
Protecting Personal Resources
Working as a school support worker can be emotionally demanding. Those who enter this field without adequate preparation run the risk of becoming overwhelmed or getting caught in problematic dynamics. A clear understanding of one's own role, boundaries, and support options helps protect personal resources. Only those who remain healthy and motivated in the long term can truly help children. This sustainability begins with solid foundational training.
Common Challenges and Pitfalls
Everyday life in school support brings numerous challenges that are not always immediately apparent. One of the most common difficulties is finding the right proximity and distance to the supported child. Career beginners in particular tend to either take on too much responsibility or withdraw too much. Overprotectiveness prevents children from developing their own solution strategies. Too much distance, on the other hand, leaves the child alone with their difficulties. Both extremes impair development.
Another frequent problem arises in the tension between the expectations of various parties. Parents often want maximum support for their child. Teachers want the flow of lessons not to be disrupted. School support should mediate without being able to please everyone. These contradictory demands often lead to overwhelm when clear role clarification has not taken place. Misunderstandings about who is responsible for which tasks burden the entire system.
Many school support workers also report the challenge of being present in the classroom without standing out. Children with support should not be stigmatized. At the same time, the professional must be ready to act at all times. This balancing act requires a high degree of sensitivity and situational awareness. Those who appear too dominant make the supported child an exception in the class. Those who remain too much in the background cannot react quickly enough at the crucial moment.
Dealing with challenging behavior also puzzles many. When a child refuses to participate in class, reacts aggressively, or withdraws completely, quick decisions are required. Without understanding the causes of such behaviors, support workers often resort to counterproductive strategies. What is meant as boundary setting can come across to the child as rejection. What is intended as calming may actually reinforce undesired behavior. Seeing through these dynamics requires both theoretical and practical knowledge.
Finally, many beginners underestimate the emotional burden of the work. School support means working daily with children who are disadvantaged in many ways. Some situations touch deeply, others frustrate. Without suitable strategies for self-care and professional distancing, emotional exhaustion threatens. The Diingu course Fundamentals of School Support addresses exactly such pitfalls and teaches concrete action strategies for dealing with them.
Application in Practice
What does a typical workday in school support actually look like? The range of school support tasks can best be illustrated through realistic examples from different contexts. Let's first consider supporting a child with physical impairment. Here, the day often begins with practical assistance when arriving at school. The support person helps with taking off the jacket, setting up work materials, or using the bathroom. During lessons themselves, they assist with opening books, writing, or using technical aids. However, all these activities do not happen automatically but always with a view to the child's greatest possible independence.
The situation is different for a child with autism spectrum disorder. Here, the focus is less on physical and more on emotional and structuring aids. School support helps the child navigate the often overstimulating school day. They create structure through visual schedules, announce transitions in advance, and offer a retreat space when overwhelmed. When the child is uncertain in social situations, the support person gently facilitates contact with classmates without being intrusive. This subtle form of support requires constant attention and quick assessment of situations.
For children with attention disorders, the work focuses on concentration aids and behavior management. School support helps the child stay on task by breaking work steps into smaller units, minimizing distractions, and providing positive reinforcement. They remind about rules before conflicts arise and support self-regulation. It is important here not to constantly comment or control but to leave the child space for their own experiences.
In group situations, such as during project work or in physical education class, another facet of school support tasks becomes apparent. Here, it is about enabling social participation. The support person ensures that the child is integrated into the group, translates work assignments when needed, and supports communication with classmates. At the same time, they must avoid the supported child becoming fixated on them and thereby isolated from classmates. This balance requires considerable sensitivity.
Outside of lessons, during breaks or on field trips, the role changes once again. Here, school support workers are primarily observers and silent supporters. They only intervene when necessary and otherwise promote independent participation in the school's social life. This restraint is difficult for many but is essential for the child's development. Only those who understand that less is sometimes more can have a sustainable impact in this professional field.
How to Get Started Successfully
Many people interested in school support wonder what prerequisites they need to bring and how to get started. The good news is that no mandatory training is required for school support. Career changers are explicitly welcome in this field. Nevertheless, there are certain personal competencies that significantly influence success in this work. These include patience, empathy, resilience, and the ability for self-reflection. Those who enjoy working with children and are willing to adapt to individual needs bring important basic requirements.
Despite the open access possibilities, thorough orientation in school support fundamentals is indispensable. Employers and organizations often offer internal training. Additionally, various professional development offerings now systematically introduce the subject. A structured introduction helps avoid typical beginner mistakes and quickly gain confidence in action. The free course at Diingu compactly conveys all essential content that newcomers need for a successful start.
Getting started also includes understanding the organizational framework conditions. School support is typically applied for and financed through the youth welfare office or social welfare agency. Employment occurs with independent youth welfare organizations, welfare associations, or private service providers. Working conditions vary considerably depending on the employer. Some positions are limited to specific school hours, others also include vacation care. Thorough information about the specific employer and contract conditions is therefore advisable.
Also important is the attitude with which you approach this work. School support is not a job where you are in the spotlight all day. On the contrary, it requires the willingness to work in the background and place the child at the center. Successes are often small and only show themselves over longer periods. Those who need quick results and constant recognition may be frustrated in this field. Those who find meaning in the quiet, steady support of a child, however, will experience the work as very fulfilling.
Finally, beginners should not underestimate the importance of networking and exchange. Regular contact with other school support workers, teachers, and therapeutic professionals expands one's own horizons. Many questions and uncertainties can be clarified in collegial conversation. Supervision or intervision, structured exchange about professional challenges, can help reflect on one's own work and gain new perspectives. Those who remain open to feedback and are willing to learn continuously develop steadily in this field.
Related Training at Diingu
If you want to systematically and practically train in school support, Diingu offers a free and comprehensive introduction with the course Fundamentals of School Support. The course covers all essential content, from specific tasks, duties, and boundaries to relationship building and typical challenges in everyday work. You will learn what mindset is necessary for successful school support and how to professionally handle difficult situations. The interactive learning platform enables you to learn at your own pace and optimally prepare for professional practice.
Frequently Asked Questions
What are the Main Tasks of a School Support Worker?
School support tasks encompass various areas depending on the child's individual needs. These include practical everyday assistance such as support with mobility or handling materials, educational aids such as structuring work processes and concentration support, as well as social-emotional support in building relationships with classmates. It is important that all measures aim to promote the child's independence, not create dependency.
What Qualifications are Needed for School Support?
No specific training is mandatory for working as a school support worker. Many career changers find meaningful work in this area. Nevertheless, certain personal competencies are important, such as empathy, patience, and communication skills. Employers typically expect at least a school diploma and often some prior experience in educational or care settings. Thorough orientation in school support fundamentals, for example through professional development, is highly recommended and significantly increases work quality.
How Do You Shape the Relationship with the Supported Child?
Relationship building in school support is based on professional closeness. This means establishing a trusting and respectful connection without leaving the professional role. Children need reliability and authenticity, while clear boundaries must remain. It is important to perceive the child in their individuality, see their strengths, and communicate at eye level. The balance between support and promotion of independence largely determines the quality of the relationship.
What is a School Support Worker Not Allowed to Do?
School support workers do not take over pedagogical tasks of the teacher, do not conduct therapeutic measures, and are not responsible for knowledge transfer in the actual sense. The boundary runs where specialized expertise is required. School support workers neither replace teachers nor therapists but complement their work through individual support. Disciplinary measures for other children in the class are also not part of the job description. Clear role delineation protects all involved and ensures work quality.
How Much Does a School Support Worker Earn?
Compensation in school support varies considerably depending on employer, region, and personal qualifications. Typically, wages range between minimum wage and about 15 euros per hour. With municipal or large welfare organizations, payment often follows collective agreements, which usually means better conditions. Important to know is that many positions only pay for actual school hours, meaning vacations remain unpaid. Some employers offer year-round contracts with vacation work. These framework conditions should be clarified precisely before signing a contract.
Conclusion
School support tasks are diverse, demanding, and deeply meaningful. Those who work in this area make a direct contribution to greater educational equity and participation. The work requires far more than just good intentions. Sound knowledge of the fundamentals, a clear understanding of one's own role, and willingness for continuous reflection are indispensable. The challenges are real, but with the right preparation and support, they are quite manageable.
Those who work as school support workers do not just accompany a child through the school day. They contribute to making inclusion in the education system succeed and enabling children with disabilities to develop their potential. This responsibility demands respect, but it should not deter anyone. With solid orientation, such as through the free Diingu course, and willingness to learn, nothing stands in the way of a successful start. Demand for qualified school support workers will continue to rise. Now is the right time to engage with this important topic and perhaps become part of this vital work yourself.
Sources and Further Reading
[1] Conference of Ministers of Education - Special Education Support in Schools - https://www.kmk.org/themen/allgemeinbildende-schulen/inklusion.html
[2] Federal Ministry of Labour and Social Affairs - Integration Assistance and the Federal Participation Act - https://www.bmas.de/DE/Soziales/Teilhabe-und-Inklusion/teilhabe-und-inklusion.html