Reevaluating the Role of Paraprofessionals: Skills Over Degrees in Education Support

Paraprofessionals play a crucial role in supporting students, especially those with special needs. Yet, despite recruiting hundreds of paraprofessionals, many schools and districts still struggle to clearly define what this role truly entails. The common expectation is that paraprofessionals should be highly educated individuals who provide individualized instruction and support. This expectation has led to requirements such as holding an associate’s degree or passing a challenging test like the ParaPro to access federal funding.

But the reality on the ground often looks very different. Many paraprofessionals spend their days providing behavioral support, supervising students, and assisting with non-instructional tasks. This mismatch between expectations and reality creates confusion, limits the pool of candidates, and contributes to high turnover rates. It’s time to rethink what we ask of paraprofessionals and focus on the skills that matter most.

What Paraprofessionals Actually Do

Paraprofessionals support teachers and students in many ways, but their work often goes beyond academic instruction. Their duties typically include:

• Providing behavioral support to students who need help managing emotions or social interactions

• Supervising students during non-classroom times such as lunch, recess, or transitions

• Assisting with personal care or mobility for students with physical disabilities

• Supporting individualized education plans (IEPs) by offering one-on-one attention

• Helping with classroom management and organization

  
  

While some paraprofessionals do assist with academic instruction, many spend more time on supervision and behavioral support. This reality clashes with the federal definition of “highly qualified” paraprofessionals, which emphasizes academic credentials and testing.

Why Current Requirements Limit the Candidate Pool

The federal requirement for paraprofessionals to have an associate’s degree or pass the ParaPro test aims to ensure quality support for students. However, this creates barriers:

• Not everyone wants to study ninth-grade geometry or take a standardized test. Many candidates have valuable experience but lack formal academic credentials.

• The focus on academic qualifications overlooks essential skills like patience, adaptability, and student-centered behavior.

• High turnover results from hiring candidates who meet academic criteria but struggle with the realities of the job.

  
  

One school district has taken a different approach. They do not require an associate’s degree and help paraprofessionals prepare for the ParaPro test. This approach broadens the candidate pool but still limits it because many potential candidates prefer not to take the test.

Who Could Be Great Paraprofessionals?

If we remove unnecessary academic barriers, we open the door to candidates with diverse backgrounds who bring valuable skills:

• Direct support professionals who work with individuals with disabilities

• Eldercare professionals experienced in providing patient, compassionate care

• Mental health professionals skilled in behavioral support and crisis management

  
  

These candidates often have the patience, empathy, and adaptability needed to thrive in challenging school environments. Their experience with individualized care aligns well with the demands of supporting students on IEPs.

The Growing Need for Paraprofessionals

The demand for paraprofessionals is rising sharply. About 15% of public school students currently have an Individual Education Plan, up 2 percentage points from 10 years ago and nearly double the rate from 40 years ago. Some projections estimate this number could reach 20% in the near future.

More students with IEPs means more students needing individualized attention. This drives the need for more paraprofessionals who can provide direct support.

What Should Change?

To address the shortage and turnover, schools and districts should reconsider their hiring criteria:

• Remove the “highly qualified” designation tied to academic degrees and testing.

• Focus on screening for behaviors that predict success: patience, student-centered attitudes, adaptability, and resilience.

• Offer training and support tailored to the actual job duties rather than academic testing.

• Recognize and value experience from related fields like direct support and mental health.

  
  

This approach will increase the pool of eligible candidates and better match the skills needed for the role.

Practical Steps for Schools and Districts

• Revise job descriptions to clearly state the actual duties and skills required.

• Develop behavior-based interview questions to assess candidates’ patience and adaptability.

• Provide on-the-job training focused on behavioral support and individualized care.

• Partner with community organizations that train direct support and mental health professionals.

• Create pathways for paraprofessionals to advance without requiring traditional academic degrees.