Parademic
Paraprofessionals: Because teachers need heroes too!
Paraprofessional: Because miracle-worker isn’t a job title!
Quotes praising the hard-working paras in the education world are endless. Many educators and administrators agree that their schools simply could not operate without the dedication of their support staff. It’s no wonder! The roles of paraeducators have evolved right along with the classroom teacher.
So many paraeducators spend a great deal of time working closely with teachers and other licensed practitioners in different phases of the instructional process or the delivery of other direct services to learners and their parents (Downing, Ryndak, & Clark, 2000). As a result, many studies have shown that these teaching “associates” have positive effects on student test scores in reading and math, with the largest, consistent, and most robust effects in reading (Hemelt, S. W., Ladd, H. F., & Clifton, C. R., 2021).
These dedicated educators provide invaluable support in the classroom and assist students’ achievement efforts in addition to supporting a district’s legal obligations for Individualized Education Plans (IEPs). With so much value, why is it so difficult to attain and retain paraeducators?
Assuming a teacher got into education for “the money” is likely to garner a few chuckles. What is more laughable, however, is the sad state of paraprofessional pay across the country. In 2023, for example, the average paraprofessional salary was a mere $30,000 (Swisher, 2023), which, combined with the rising cost of living, is comical. Currently, that amount has meekly risen to $34,266, according to indeed.com (Paraprofessional Salary, 2025).
Working as a paraprofessional may be a stepping stone to a more advanced career for some, but the low pay leaves it an undesirable position for many, who often receive minimal training and support for professional growth in the field. An overhaul of the profession is in order. Creating more federal and state grants to support para-to-teacher programs and increasing overall pay is a start in attracting qualified people and making the position a realistic long-term career for those who are truly in it “for the kids”.
Here but not Here
Diving deeper into why some teachers are left stranded and why students learn without the support of their familiar paraprofessionals reveals yet another problem festering in schools around the country. Simply put, the support staff is pulled to “cover”. Whether it’s a last minute teacher/substitute call-out or a particular student requiring additional behavioral support, teachers are constantly left without the paraprofessional that knows the classroom routine, understands that Jackson needs more time to adjust in the mornings, and which students require extra practice in making a ten to add. Robbing this crucial support can have a domino effect in the school day dynamics.
A lesson plan may include additional scaffolding that is now not feasible for one teacher with multiple students with IEPs in the classroom. Unwanted behaviors may go unnoticed. Teachers abandon their thorough lesson plans for whole group crowd control and forget about pulling small groups. Chaos may ensue. Nobody wins. This issue, like many in education, can be attributed to funding (a lack thereof, of course). Districts may appear to be fully staffed “on paper”, but it’s simply not enough. What does adequate funding in public education look like? It’s having daily building substitutes (imagine hiring daily para substitutes), staffing more paraprofessionals, and respectable pay for these exhausted professionals.
Forever Frustrated by the Lack of Paraprofessionals
From an educator’s perspective, the number of times I’ve sighed the “Oh, you’re pulling Ms. D to cover P.E.?” sigh is astronomical. Teacher frustrations aside, imagine going into work each day and not knowing who you are going to be that day, and what student responsibilities might be unloaded on you, trained or not to handle it. Paraprofessional frustrations aside, now consider the students not being pulled for that additional support or the students witnessing disturbing behaviors that may have been prevented with the knowing ways of the para.
Educators from all areas are and have been speaking up, but are our committee members, local politicians, and governments hearing us? Solutions to many education problems still stem from sad budgets and not the right people in power. Adequate and ample paraprofessional support in the classrooms has obvious benefits as a student progresses in their education journey, and perhaps doing so will require districts to spend less of their budget on intervention measures later on. These devoted professionals deserve proper pay to make a living and to engage in educational roles that offer legitimate training and opportunities. After all, being a paraprofessional is a work of the heart.
Laurie A. Mere is a dedicated middle school math teacher in Leicester, MA, bringing over 10 years of teaching experience to the classroom. Throughout her career, she has also taught first, third, and fourth grades, developing a strong understanding of how students learn and grow at every stage.
She holds a Master’s degree in Education with a focus on Teacher Leadership, reflecting her passion for inspiring both students and fellow educators. Laurie is professionally licensed in Massachusetts with post-master’s certification in reading. Outside the classroom, she enjoys spending time with her two middle school boys, who keep her both grounded and inspired.
Publications
Downing, J. E., Ryndak, D., & Clark, D. (2000). Paraeducators in inclusive classrooms: Their own perspectives. Remedial and Special Education, 23(2), 157–164.
Hemelt, S. W., Ladd, H. F., & Clifton, C. R. (2021). Do Teacher Assistants Improve Student Outcomes? Evidence From School Funding Cutbacks in North Carolina. Educational Evaluation and Policy Analysis, 43(2), 280-304. https://doi.org/10.3102/0162373721990361 (Original work published 2021)
Swisher, A. (2023), Paraprofessionals: Understudied, undercompensated, and in short supply. National Council on Teacher Quality.
https://www.nctq.org/research-insights/paraprofessionals-understudied-undercom pensated-and-in-short-supply/
Paraprofessional Salary in the US, (August 4, 2025). Indeed.com. Retrieved from https://www.indeed.com/career/paraprofessional/salaries.
