Education support staff: Complex classrooms need supported staff
Education Support staff are the fastest-growing cohort in education, helping schools respond to the rising demands of inclusive education and students with additional learning needs.
Yet many face poorly defined roles, low pay relative to responsibilities, limited job security, and inconsistent access to professional development and career progression. Education Support staff are also experiencing burnout due to high demands, challenging behaviours, and limited structural support.
General Secretary David Brear says ES staff are “critical to the effective functioning of schools” and must be properly valued through “fair pay, clear classification structures, and adequate training.”
He adds, “Improving pay, classification, and professional development for ES staff is crucial for workforce sustainability and high-quality education.”
ES staff on their roles
Two ES staff who spoke to The Point requested anonymity, as advocating for better support, training, and pay can carry serious risks. Their comments highlight why union support is considered essential.
One, “Jane,” reports that at her Catholic school, ES staff are not properly paid for complex roles.
“If I could redesign career pathways, I would like to see Library Technician and First Aid Coordinator as a new title in our EBA so that employers can’t get away with underpaying us. They need to be recognised as separate roles with rates of pay increased accordingly. We do these roles because we’re very capable and enjoy them. However, we get paid the same rate of pay as our ordinary ES role.”
Jane notes that many experienced ES staff have reached the top of their pay scale, limiting further progression. She also describes the emotional and physical demands of the work.
“ES staff are asked to support students that require assistance with toileting issues. When dealing with these issues we always have another ES with us to lessen the chances of any allegations being made. The issue of reportable conduct looms large in these situations.”
Another member, “Annie,” supports students with Type 1 Diabetes using a continuous glucose monitoring system on her personal phone.
“The monitoring involves knowing what to look for and performing finger pricks when levels are questionable or the student doesn’t look well. This means face-to-face visits and communicating with the student to ensure all is ok with insulin and eating food at correct times.
“When children are at specialist classes, they may be in three different locations across the school or on the oval. I have to locate them, take them to first aid if needed, administer medication, and then return them to their respective classes.”
IEU ES initiatives
In Victoria and Tasmania, the union has strengthened the rights, salaries, classifications and conditions of Education Support staff through bargaining, advocacy, and member education. The union has highlighted concerns around pay, workload, and outdated classifications, elevated ES voices in publications, and campaigned for fair pay, clearer career pathways, and safer workplaces.
Its central bargaining priority remains securing appropriate pay increases and continued classification reform in new agreements.
IEUA stance
The national branch of the union argues that even smaller classes can be difficult due to a mix of behavioural, cultural, language, medical, and learning needs.
It calls for:
Accurate classification structures and wages that reflect the work of support staff assisting students with additional needs
Additional paid hours for classroom-based ES staff supporting students with identified needs
Health care allowances for staff working with students who have documented health care plans
Education Support staff are central to inclusive schooling. Recognising their expertise, ensuring fair pay and conditions, and providing clear career pathways are essential to staff wellbeing, student safety, and the long-term sustainability of schools.
