Ruthlyn James | Redefining student engagement assistants in education system

In classrooms today, one figure sits quietly at the margins: not teacher, not therapist, yet essential to a child’s learning journey. Commonly known as ‘shadows’, these individuals were originally intended to serve as temporary bridges, supporting learners with disabilities as they gained confidence, skills and independence.

Yet over time, the role has somehow drifted from transitional support to long-term presence, shaping a growing national conversation: What is the true purpose of the shadowing programme, and how should it evolve to meet Jamaica’s commitment to inclusive education?

In countries such as Canada, the United Kingdom and New Zealand there are long established frameworks for paraprofessional classroom support. Under UNESCO’s Inclusive Education Guidelines, one-to-one support should be needs-based, time-bound, goal-oriented and progressively faded, ensuring children do not become dependent on adult proximity. Research published in the Journal of Special Education similarly warns that prolonged one-on-one adult attachment without structured weaning can unintentionally limit peer interaction, executive thinking, problem-solving and social development; the very skills needed for long-term independence.

The role, however, exists without a unified national framework in Jamaica. The Ministry of Education and Youth has trained and deployed hundreds of personnel, yet there is no formal national policy defining duration, expectations, qualifications, developmental goals, or exit timelines. This absence of structure creates wide inconsistency: some children receive skilled support aligned to therapeutic plans, while others experience assistance shaped by school culture, availability, or family resources. Even within the Ministry’s own parent agreement and appraisal framework, the tools outline duties and procedural expectations but do not evaluate whether children are progressing toward independence or whether continuation of the role is developmentally necessary.

Current ministry appraisal tools focus primarily on attendance, conduct, and procedural duties, with only one line referencing student independence. There is no formal mechanism to evaluate whether the support has improved developmental outcomes or whether the child is ready to transition, meaning the success of the programme is measured by activity, not impact.

CONTRACTUAL REALITY

The contractual reality further complicates the role. Until the 2025 academic year, there was no requirement for proof of early childhood or educational qualification for engagement, resulting in variations in skill and readiness across individuals. The placement model functions similarly to a volunteer or stipend-based service rather than a structured employment pathway. There are no professional benefits, no formal tenure system, and no salary differentiation based on certification or experience. In cases requiring specialised intervention, families sometimes subsidise wages, creating inequity and limiting access for children whose caregivers cannot afford additional costs.

This gap signals the need for reframing; not only of practice, but of language. The term student engagement assistant better reflects the purpose and philosophy of the role. Unlike the word shadow, which implies following or hovering, student engagement assistants are meant to activate participation, not replace it. Their mandate is not indefinite accompaniment, but deliberate scaffolding toward independence.

A national policy should include four core elements: categorical role definition, national training standards, adaptive timelines and a structured weaning model.

First, roles should align with students’ developmental and medical profiles. Classifications could include:

• Behavioural support assistants for ADHD, trauma and emotional regulation needs

• Communication assistants trained in AAC and language supports

• Learning support assistants for specific learning disorders and processing needs

• Medical or developmental assistants for cerebral palsy, seizure disorders or complex medical needs

This mirrors international models such as the United Kingdom’s SEN Support Levels and the United States’ IDEA paraprofessional framework, ensuring that support is functional, not generic.

Second, standardised national training and certification are necessary. International studies consistently show that paraprofessionals with training in sensory regulation, executive-function scaffolding, behaviour support and communication strategies significantly improve developmental and academic outcomes. Without structured training, success depends on goodwill and improvisation rather than intentional, evidence-informed practice.

Third, support must be time-based and developmentally guided. A child with mild learning needs may require six to twelve months of support to build confidence, while a child with autism may require two to three years with planned transition points. Complex cases may need longer engagement but still require measurable milestones to prevent stagnation.

Finally, a national transition and weaning protocol must define how support gradually reduces. This includes shifting from close proximity to strategic presence, from constant prompting to occasional cueing, and from adult-mediated interaction to peer-supported participation.

ACCESS AND EQUALITY

Access and equity remain critical concerns. Currently, demand far exceeds availability. Some children wait year. Families in rural Jamaica face disproportionate barriers one being reduced public awareness of eligibility pathways. The need for structured support does not end at the primary level. In high schools and tertiary institutions, it is even more visible as academic demands shift from guided learning to independent reasoning, self-management, and executive functioning; areas where many neurodivergent learners need scaffolding, not abandonment. Without continued structured support beyond early childhood, we do not create independence, we create dropouts, stalled potential and young adults who internalise the message that inclusion has an expiry date.

With proper framework, the programme could strengthen teacher capacity, improve inclusive school culture, increase student self-advocacy and reduce dropout risk. The Disabilities Act guarantees access to education and the National Policy for Persons with Disabilities outlines pathways for support, yet the operationalisation remains undefined, leaving a gap between rights and implementation.

This is not simply administrative work; it is developmental science. Children thrive when adults strike the right balance between support and autonomy. Research in neurodevelopment reinforces that scaffolding, not substitution, builds long-term confidence, resilience and identity formation.

The path forward is clear. Jamaica must develop and enforce a national policy grounded in research, equity and intentional design. Student Engagement Assistants are not meant to follow children indefinitely nor remain invisible labour in classrooms. Their purpose is to ensure meaningful participation, build competence and gradually step back so independence can emerge.

Shadows were never meant to stay shadows, they were meant to create light, then step aside while the child learns to walk confidently through it.

Ruthlyn James is the founding director of Adonijah Group of Schools Therapy and Assessment Centre. Send feedback to columns@gleanerjm.com