More from this theme Recent articles Too often, learning support staff are viewed as supporting actors in their own schools. Their work becomes defined by lists of tasks, usually dictated by someone else, rather than as an expression of their own expertise. Under these circumstances, professional identity is rendered invisible, or worse, non-existent. Yet having a sense of one’s own professional identity is important, because it guides decision-making and strengthens confidence. I’d like to suggest one potential simple and effective solution: journaling. Through reflecting on the subtle interventions they enact daily and their approaches to problem-solving, support staff can make their skills visible and articulate the real impact they have on pupils’ learning. For special educational needs coordinators (SENCos), encouraging this practice provides a way to unlock the full potential of their teams, and, ultimately, the classroom itself. I know this from experience. Capturing the discreet but significant moments Before pursuing a PhD, I worked as a teaching assistant, so at times I felt the frustration of being “invisible” in the classroom and in staffrooms. …