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Educational support assistants

interpreting between spoken English and British Sign Language, monitoring pupils' performance and recording relevant data to assess progress and working with professionals, speech and language therapists. If that's your week, this page is about your job.

The honest answer

AI changes the edges of this job, not the middle: employing special educational strategies and techniques during teaching to improve the development of sensory- and perceptual-motor skills is work software can't reach.

Your move: what you can actually do about this ↓

What shifts is maintaining attendance records for educational or organisational purposes: the overhead at the edges, not the middle you trained for.

Your week, as this page understands it

Educational support assistants work with teachers to provide one-to-one support for children with particular learning needs. The job title says “educational support assistants”. The real job is the part underneath: employing special educational strategies and techniques during teaching to improve the development of sensory- and perceptual-motor skills. That is the thing someone has to be right about.

The exposed part of this job is specific, and we won’t pretend it is coming back. But educational support assistants is not one task. It is 40 scored ones, and they are nowhere near equally exposed. The most durable of them, on this evidence, is employing special educational strategies and techniques during teaching to improve the development of sensory- and perceptual-motor skills, and the ledger below shows exactly why.

Where the work sits, by task weight

shifting to AI
13%
changing shape
13%
staying human
73%

These bars are tasks changing hands, not people being counted out. The ledger below shows which.

Whole-job exposure score 22 out of 100 (17–27 allowing for uncertainty): low exposure, across 40 scored tasks. The number is the support for the sentence above it, not a headline about anyone’s future.

How we know this

What is measured: Every published task statement for educational support assistants is rated on five dimensions: can a model produce the output, does the work need a body in a room, does it need a legally accountable person, does it depend on a person being trusted in the moment, and how much data exists. A published formula turns those five ratings into the score; the model never writes the number.

How the bar is built: Each task’s share of the bar is its published importance weight, so a task you do all day counts for more than one you do twice a year.

Release: 2026-q4.1, scores computed 2026-08-04. Read the full method.

Your job, task by task

These are the official task statements for this occupation, in plain English, sorted by what the evidence says is happening to each one. The official wording sits under every line so you can check the rewrite against it.

Shifting to AI

5 tasks

Tasks today’s tools can already do most of. This is the part we will not soften: where these rows are the bulk of your week, the week changes.

  • Maintaining attendance records for educational or organisational purposes

    This is reading one thing and writing another: attendance records in, a record out. That is the shape today's tools are built for.

    importance 80 · 6113/01, 6113/03
    Source: “Maintain attendance records for educational or organisational purposes.” (UK task statement)
    How this row was scored

    Exposure score: 69 out of 100 (62–76 allowing for uncertainty): high exposure, medium confidence.

    Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.

    The rating behind it: Registers are digital and largely automatic, though someone still sees who is actually present.

    The five ratings: output a model can produce 4/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.

  • Maintaining accurate records

    This is reading one thing and writing another: accurate records in, a record out. That is the shape today's tools are built for.

    importance 70 · 6113/02, 6113/03
    Source: “Maintain accurate records.” (UK task statement)
    How this row was scored

    Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.

    Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.

    The rating behind it: Keeping records accurate is routine screen work software does reliably.

    The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.

  • Recording grades for examinations, assignments or papers

    This is reading one thing and writing another: grades in, a record out. That is the shape today's tools are built for.

    importance 50 · 6113/01, 6113/03
    Source: “Record grades for examinations, assignments, or papers.” (UK task statement)
    How this row was scored

    Exposure score: 93 out of 100 (89–97 allowing for uncertainty): very high exposure, high confidence.

    Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.

    The rating behind it: Entering marks into a school system is straightforward data work that software does reliably.

    The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.

  • Grading homework and tests using answer sheets or electronic devices

    This is reading one thing and writing another: homework in, a record out. That is the shape today's tools are built for.

    importance 50 · 6113/01, 6113/03
    Source: “Grade homework and tests using answer sheets or electronic devices.” (UK task statement)
    How this row was scored

    Exposure score: 62 out of 100 (58–66 allowing for uncertainty): high exposure, high confidence.

    Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.

    The rating behind it: Marking against answer sheets is routine checking that software already does quickly and reliably.

    The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.

Changing shape

6 tasks

Tasks where the machine takes the producing and a person keeps the checking, the deciding, or the answering-for-it. For most jobs this is the biggest group, and it is where "transformation, not termination" is literally visible.

  • Taking class attendance

    The software now makes the first pass at class attendance, but part of it still happens in the physical world. So the job becomes checking and deciding rather than producing.

    importance 85 · 6113/01, 6113/03
    Source: “Take class attendance.” (UK task statement)
    How this row was scored

    Exposure score: 41 out of 100 (34–48 allowing for uncertainty): partial exposure, medium confidence.

    Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.

    The rating behind it: Marking who is present is simple recording, though someone still has to see who is in the room.

    The five ratings: output a model can produce 3/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.

  • Monitoring pupils' performance and recording relevant data to assess progress

    The software now makes the first pass at pupils' performance, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.

    importance 70 · 6113/01, 6113/03
    Source: “Monitor pupils' performance and record relevant data to assess progress.” (UK task statement)
    How this row was scored

    Exposure score: 48 out of 100 (44–52 allowing for uncertainty): partial exposure, high confidence.

    Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.

    The rating behind it: Recording and tracking pupil progress is data work that software handles well.

    The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.

  • Using audio-visual aids and technologies to present information interactively

    The software now makes the first pass at audio-visual aids, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.

    importance 50 · 6113/01, 6113/03
    Source: “Use audio-visual aids and technologies to present information interactively.” (UK task statement)
    How this row was scored

    Exposure score: 53 out of 100 (46–60 allowing for uncertainty): partial exposure, medium confidence.

    Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.

    The rating behind it: Making slides and interactive material from existing lesson content is quick work for software.

    The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 4/4.

Staying human

29 tasks

Tasks that stay with a person, because they happen in the physical world, because the rules need someone accountable, or because the value is that a specific person does them.

  • Employing special educational strategies and techniques during teaching to improve the development of sensory- and perceptual-motor skills

    This work happens in the physical world: special educational strategies, in a real place. Software cannot follow it there.

    importance 90 · 6113/01, 6113/03
    Source: “Employ special educational strategies and techniques during teaching to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.” (UK task statement)
    How this row was scored

    Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.

    Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.

    The rating behind it: Working on a child's language and motor skills happens face to face, and the bond matters.

    The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.

  • Instructing in socially acceptable behaviour using behaviour modification techniques

    This work happens in the physical world: socially acceptable behaviour, in a real place. Software cannot follow it there.

    importance 85 · 6113/01, 6113/03
    Source: “Instruct in socially acceptable behaviour using behaviour modification techniques.” (UK task statement)
    How this row was scored

    Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.

    Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.

    The rating behind it: Changing how a child behaves depends on being in the room and on the child trusting you.

    The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.

  • Assisting disabled students in accessing facilities

    This work happens in the physical world: disabled students, in a real place. Software cannot follow it there.

    importance 70 · 6113/01, 6113/03
    Source: “Assist disabled students in accessing facilities, such as toilets.” (UK task statement)
    How this row was scored

    Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.

    Why it sits in this group: work that happens in the physical world.

    The rating behind it: This is hands-on personal help that only someone in the room can give.

    The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.

Show the other 30 tasks

  • Operating equipment, computers or audio-visual aids to supplement presentations

    shifting to AI

    This is reading one thing and writing another: equipment, computers or audio-visual aids in, a record out. That is the shape today's tools are built for.

    importance 50 · 6113/01, 6113/03
    Source: “Operate equipment such as computers or audio-visual aids to supplement presentations.” (UK task statement)
    How this row was scored

    Exposure score: 62 out of 100 (55–69 allowing for uncertainty): high exposure, medium confidence.

    Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.

    The rating behind it: Setting up and running computers and screens for a lesson is simple, well documented work.

    The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.

  • Preparing speech and language therapy instructional materials tailored to individual client needs

    changing shape

    The software now makes the first pass at speech, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.

    importance 60 · 6113/02
    Source: “Prepare speech and language therapy instructional materials tailored to individual client needs.” (UK task statement)
    How this row was scored

    Exposure score: 59 out of 100 (52–66 allowing for uncertainty): partial exposure, medium confidence.

    Why it sits in this group: reading one thing and writing another; mistakes that are cheap to catch.

    The rating behind it: Therapy worksheets and materials can be drafted quickly, though they need tailoring to the individual client.

    The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 2/4.

  • Documenting clients' progress towards meeting established treatment objectives

    changing shape

    The software now makes the first pass at clients' progress towards meeting established treatment objectives, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.

    importance 50 · 6113/02
    Source: “Document clients' progress towards meeting established treatment objectives.” (UK task statement)
    How this row was scored

    Exposure score: 49 out of 100 (42–56 allowing for uncertainty): partial exposure, medium confidence.

    Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.

    The rating behind it: Writing up progress against set objectives follows a standard format that software can draft.

    The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.

  • Taking notes to support learners during sessions

    changing shape

    The software now makes the first pass at notes, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.

    importance 80 · 6113/02
    Source: “Take notes to support learners during sessions.” (UK task statement)
    How this row was scored

    Exposure score: 48 out of 100 (44–52 allowing for uncertainty): partial exposure, high confidence.

    Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.

    The rating behind it: Turning what is said into usable notes is something transcription software now does well.

    The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.

  • Working with professionals, speech and language therapists

    staying human

    The value here is that a specific person handles professionals, speech and language therapists and stands behind it. That is earned, not computed.

    importance 70 · 6113/03
    Source: “Work with professionals such as speech and language therapists.” (UK task statement)
    How this row was scored

    Exposure score: 35 out of 100 (28–42 allowing for uncertainty): low exposure, medium confidence.

    Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.

    The rating behind it: Notes and summaries for therapists can be drafted automatically, but the working relationship with them is built by a person.

    The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.

  • Communicating pupils' progress to parents and teachers in person

    staying human

    The value here is that a specific person handles pupils' progress and stands behind it. That is earned, not computed.

    importance 70 · 6113/01, 6113/03
    Source: “Communicate pupils' progress to parents and teachers in person, by phone, or by email.” (UK task statement)
    How this row was scored

    Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.

    Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.

    The rating behind it: Progress updates can be drafted automatically, but parents expect them from someone who knows their child.

    The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.

  • Assisting students with hardware and software

    staying human

    This work happens in the physical world: students, in a real place. Software cannot follow it there.

    importance 50 · 6113/01, 6113/03
    Source: “Assist students with hardware and software use.” (UK task statement)
    How this row was scored

    Exposure score: 28 out of 100 (21–35 allowing for uncertainty): low exposure, medium confidence.

    Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.

    The rating behind it: Help with computers can come from written guides, though pupils usually need someone beside them.

    The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 4/4.

  • Adapting the learning environment and resources to meet learner needs

    staying human

    This work happens in the physical world: the learning environment, in a real place. Software cannot follow it there.

    importance 70 · 6113/03
    Source: “Adapt the learning environment and resources to meet learner needs.” (UK task statement)
    How this row was scored

    Exposure score: 24 out of 100 (17–31 allowing for uncertainty): low exposure, medium confidence.

    Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.

    The rating behind it: Resources can be adapted on screen, but changing the room itself needs someone there.

    The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.

  • Teaching students sign language

    staying human

    This work happens in the physical world: students sign language, in a real place. Software cannot follow it there.

    importance 85 · 6113/02
    Source: “Teach students sign language.” (UK task statement)
    How this row was scored

    Exposure score: 23 out of 100 (16–30 allowing for uncertainty): low exposure, medium confidence.

    Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.

    The rating behind it: Sign language material is widely available, but learning to sign needs someone watching and correcting your hands.

    The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 4/4.

  • Observing and evaluating children's performance

    staying human

    This work happens in the physical world: children's performance, in a real place. Software cannot follow it there.

    importance 60 · 6113/03
    Source: “Observe and evaluate children's performance, behaviour, social development, and physical health.” (UK task statement)
    How this row was scored

    Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.

    Why it sits in this group: mistakes that are cheap to catch; work that happens in the physical world.

    The rating behind it: Development guidance is well documented, but noticing how one pupil is coping comes from sitting beside them in class.

    The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.

  • Coordinating teaching efforts by discussing assigned duties with classroom teachers

    staying human

    This work happens in the physical world: efforts, in a real place. Software cannot follow it there.

    importance 80 · 6113/01, 6113/03
    Source: “Coordinate teaching efforts by discussing assigned duties with classroom teachers.” (UK task statement)
    How this row was scored

    Exposure score: 11 out of 100 (4–18 allowing for uncertainty): minimal exposure, medium confidence.

    Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.

    The rating behind it: Sorting out who does what with teachers is a conversation held in school, usually face to face.

    The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.

  • Assisting in assessments of language

    staying human

    This work happens in the physical world: assessments of language, in a real place. Software cannot follow it there.

    importance 70 · 6113/02
    Source: “Assist in assessments of language, voice, fluency, articulation, or hearing.” (UK task statement)
    How this row was scored

    Exposure score: 11 out of 100 (4–18 allowing for uncertainty): minimal exposure, medium confidence.

    Why it sits in this group: the same decision, made over and over; work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.

    The rating behind it: Only the registered speech or hearing therapist can carry out the assessment, so the assistant works alongside them with the child present.

    The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.

  • Working with colleagues to identify individual pupils' special educational needs

    staying human

    This work happens in the physical world: colleagues, in a real place. Software cannot follow it there.

    importance 80 · 6113/01, 6113/03
    Source: “Work with colleagues to identify individual pupils' special educational needs.” (UK task statement)
    How this row was scored

    Exposure score: 10 out of 100 (3–17 allowing for uncertainty): minimal exposure, medium confidence.

    Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.

    The rating behind it: Spotting a pupil's needs comes from watching them daily and comparing notes with colleagues.

    The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.

  • Providing tailored instruction to individual students or small groups in a specific subject

    staying human

    This work happens in the physical world: tailored instruction, in a real place. Software cannot follow it there.

    importance 80 · 6113/01, 6113/03
    Source: “Provide tailored instruction to individual students or small groups in a specific subject.” (UK task statement)
    How this row was scored

    Exposure score: 8 out of 100 (1–15 allowing for uncertainty): minimal exposure, medium confidence.

    Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.

    The rating behind it: One-to-one teaching depends on sitting with the pupil and knowing how they respond.

    The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.

  • Interpreting between spoken English and British Sign Language

    staying human

    This work happens in the physical world: spoken english, in a real place. Software cannot follow it there.

    importance 90 · 6113/02
    Source: “Interpret between spoken English and British Sign Language (BSL).” (UK task statement)
    How this row was scored

    Exposure score: 7 out of 100 (0–14 allowing for uncertainty): minimal exposure, medium confidence.

    Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.

    The rating behind it: Sign language interpreting needs a qualified person in the room; automated signing is not reliable enough.

    The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 1/4.

  • Organising and supervising games and other recreational activities to promote physical

    staying human

    This work happens in the physical world: games, in a real place. Software cannot follow it there.

    importance 60 · 6113/01, 6113/03
    Source: “Organise and supervise games and other recreational activities to promote physical, mental, and social development.” (UK task statement)
    How this row was scored

    Exposure score: 6 out of 100 (2–10 allowing for uncertainty): minimal exposure, high confidence.

    Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.

    The rating behind it: Supervising children at games and activities has to be done in person.

    The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.

  • Implementing treatment plans or protocols as directed by speech and language therapists

    staying human

    This work happens in the physical world: treatment plans, in a real place. Software cannot follow it there.

    importance 60 · 6113/02
    Source: “Implement treatment plans or protocols as directed by speech and language therapists.” (UK task statement)
    How this row was scored

    Exposure score: 6 out of 100 (0–13 allowing for uncertainty): minimal exposure, medium confidence.

    Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.

    The rating behind it: The speech therapist decides the plan and stays responsible for it; the assistant simply works through the exercises beside the child.

    The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.

  • Teaching students effective communication skills for personal and academic success

    staying human

    This work happens in the physical world: students effective communication skills, in a real place. Software cannot follow it there.

    importance 60 · 6113/02
    Source: “Teach students effective communication skills for personal and academic success.” (UK task statement)
    How this row was scored

    Exposure score: 6 out of 100 (0–13 allowing for uncertainty): minimal exposure, medium confidence.

    Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.

    The rating behind it: Communication skills are taught by practising with a real person who knows the pupil.

    The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.

  • Carrying out personal development programmes under the supervision of special education instructors

    staying human

    This work happens in the physical world: this work, in a real place. Software cannot follow it there.

    importance 80 · 6113/01, 6113/03
    Source: “Carry out personal development programmes under the supervision of special education instructors, psychologists, or speech and language therapists.” (UK task statement)
    How this row was scored

    Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.

    Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.

    The rating behind it: Personal development work is delivered in person, one child at a time.

    The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.

  • Conducting discussions, supervised role-playing or reading aloud to students under teacher guidance

    staying human

    This work happens in the physical world: discussions, supervised role-playing or reading aloud, in a real place. Software cannot follow it there.

    importance 60 · 6113/01, 6113/03
    Source: “Conduct discussions, supervised role-playing, or reading aloud to students under teacher guidance.” (UK task statement)
    How this row was scored

    Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.

    Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.

    The rating behind it: Reading aloud and running role-play with a class happens in the room with the children.

    The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.

  • Providing disabled students with assistive devices to enhance learning

    staying human

    This work happens in the physical world: disabled students, in a real place. Software cannot follow it there.

    importance 70 · 6113/01, 6113/03
    Source: “Provide disabled students with assistive devices to enhance learning.” (UK task statement)
    How this row was scored

    Exposure score: 3 out of 100 (0–10 allowing for uncertainty): minimal exposure, medium confidence.

    Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.

    The rating behind it: Setting a pupil up with equipment they can use means being there to fit and adjust it.

    The five ratings: output a model can produce 0/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.

  • Enforcing classroom policies to maintain a conducive learning environment

    staying human

    This work happens in the physical world: classroom policies, in a real place. Software cannot follow it there.

    importance 75 · 6113/01, 6113/03
    Source: “Enforce classroom policies to maintain a conducive learning environment.” (UK task statement)
    How this row was scored

    Exposure score: 2 out of 100 (0–9 allowing for uncertainty): minimal exposure, medium confidence.

    Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.

    The rating behind it: Keeping order in a classroom means being there with the children.

    The five ratings: output a model can produce 0/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.

  • Instructing students in daily living skills for self-sufficiency

    staying human

    This work happens in the physical world: students, in a real place. Software cannot follow it there.

    importance 70 · 6113/01, 6113/03
    Source: “Instruct students in daily living skills for self-sufficiency, including hygiene, safety, and food preparation.” (UK task statement)
    How this row was scored

    Exposure score: 2 out of 100 (0–6 allowing for uncertainty): minimal exposure, high confidence.

    Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.

    The rating behind it: Teaching hygiene, safety and cooking means guiding a pupil physically through the steps.

    The five ratings: output a model can produce 0/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.

  • Assisting speech and language therapists in conducting client screenings

    staying human

    This work happens in the physical world: speech, in a real place. Software cannot follow it there.

    importance 60 · 6113/02
    Source: “Assist speech and language therapists in conducting client screenings.” (UK task statement)
    How this row was scored

    Exposure score: 2 out of 100 (0–6 allowing for uncertainty): minimal exposure, high confidence.

    Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.

    The rating behind it: Helping run a screening means being present with the client and the therapist.

    The five ratings: output a model can produce 0/4 · needs a body in a room 3/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.

  • Teaching pupils independence skills

    staying human

    This work happens in the physical world: pupils independence skills, in a real place. Software cannot follow it there.

    importance 50 · 6113/02
    Source: “Teach pupils independence skills.” (UK task statement)
    How this row was scored

    Exposure score: 2 out of 100 (0–9 allowing for uncertainty): minimal exposure, medium confidence.

    Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.

    The rating behind it: Building independence means working alongside a pupil as they practise.

    The five ratings: output a model can produce 0/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.

  • Supervising students during break time to ensure safety

    staying human

    This work happens in the physical world: students during break time, in a real place. Software cannot follow it there.

    importance 70 · 6113/01, 6113/03
    Source: “Supervise students during break time to ensure safety.” (UK task statement)
    How this row was scored

    Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.

    Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.

    The rating behind it: Watching children at break is simply about having an adult present.

    The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 1/4.

  • Monitoring students in halls and canteens for orderly conduct

    staying human

    This work happens in the physical world: students, in a real place. Software cannot follow it there.

    importance 65 · 6113/01, 6113/03
    Source: “Monitor students in halls and canteens for orderly conduct.” (UK task statement)
    How this row was scored

    Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.

    Why it sits in this group: work that happens in the physical world.

    The rating behind it: Keeping order in a hall or canteen means physically being there among the pupils.

    The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.

  • Leading students on field trips to enhance their learning experience

    staying human

    This work happens in the physical world: students, in a real place. Software cannot follow it there.

    importance 60 · 6113/01, 6113/03
    Source: “Lead students on field trips to enhance their learning experience.” (UK task statement)
    How this row was scored

    Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.

    Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.

    The rating behind it: Taking pupils out on a trip means going with them.

    The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 1/4.

  • Supervising and monitoring students' use of tools and equipment

    staying human

    This work happens in the physical world: students' use of tools, in a real place. Software cannot follow it there.

    importance 50 · 6113/01, 6113/03
    Source: “Supervise and monitor students' use of tools and equipment.” (UK task statement)
    How this row was scored

    Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.

    Why it sits in this group: work that happens in the physical world.

    The rating behind it: Watching pupils use tools and equipment safely means standing with them.

    The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.

  • Testing or maintaining equipment to ensure correct performance

    staying human

    This work happens in the physical world: equipment, in a real place. Software cannot follow it there.

    importance 50 · 6113/02
    Source: “Test or maintain equipment to ensure correct performance.” (UK task statement)
    How this row was scored

    Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.

    Why it sits in this group: work that happens in the physical world.

    The rating behind it: Checking and maintaining equipment means physically handling it.

    The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 2/4.

What this job pays, and how many people do it

Median pay
£21,400a year, before tax, the middle of the range, so half earn more and half earn less.ashe-t14, 2025 · ASHE 2025 provisional (reference April 2025)Provisional, because the ONS revises this figure in the autumn.
How we know this

Source: ashe-t14

Reference period: ASHE 2025 provisional (reference April 2025)

Rounding: Shown to the nearest £100. The exact published figure is in the downloadable dataset. We do not render pounds the survey cannot support.

People doing this job
327,200in the UK, 2026.nomis-aps · Apr 2025-Mar 2026 (latest APS 12-month period)This headcount comes from a survey, not a census, so treat it as a good estimate rather than an exact count.

What is deliberately not here: a forecast of how many of these jobs exist in ten years. Where an official projection exists for a market we publish it with its vintage; where it does not, we leave the space empty rather than borrow the other country’s number.

Why this is shifting

The reason is boringly specific. Most of what is shifting here is reading one thing and writing another: attendance records in, a record out. The rows above are exactly that shape: maintaining attendance records for educational or organisational purposes and maintaining accurate records. What it cannot do is be there in the room, and that is still where special educational strategies get done. Which is why this page talks about your tasks changing, not your job ending.

Your move

Over a pint: what I’d tell you if you were my friend

Start with what does not change: employing special educational strategies and techniques during teaching to improve the development of sensory- and perceptual-motor skills is the middle of this job, and the evidence on this page says it stays with a person.

So, given all that: 13% of this job's task weight sits in rows the software is already learning, 13% in rows that change shape rather than disappear, and 73% in rows it is nowhere near. That is the position, measured across 40 scored tasks. It is not a forecast about you.

So the thing worth your attention is not the job going away. It is the layer around it. Maintaining attendance records for educational or organisational purposes is the part turning into software, and being the person who understands that layer is worth money.

This week: one thing

Ask the one question. Find whoever is bringing new software into your workplace (the manager, the office, whoever runs the system) and ask them what it is meant to do to attendance records, and what it is not meant to touch. Ten minutes, this week, before anyone decides it for you.

What you end up holding
a straight answer about what is actually being rolled out, and when
How long it takes
ten minutes

If there’s nobody obvious to ask, or you’d rather not ask your manager: Put the same question to your union rep, your shift lead or the person who has been there longest, in person, over a break. Same ten minutes, same answer, and you will usually get a straighter one. Write down what they say. The note is the artifact, and it tells you whether special educational strategies are in scope or not. Nothing to log into, no licence needed.

Over the next 90 days

Get inside the tool rollout rather than waiting for it. Over the next ninety days, ask to be in the group that tests, checks or signs off whatever new system arrives near taking class attendance. It is usually an unglamorous seat that nobody fights for, and it is the one that decides how the software is used on your job rather than to it.

Over the next 12 months

On this evidence I would not retrain out of this job, and I will say that plainly rather than hedge it. The task list here is dominated by work that stays with a person. What I would do with a year is get formally recognised for the layer around it (the systems, the compliance, the planning), so you are the one who understands the software instead of the one it is done to. Before you pay for anything, spend an hour with National Careers Service. It is free and government-funded, and it is listed below with the rest of the free routes.

The roads out of here, and why I am not sending you down them

I looked at the obvious moves out of this job, and here is what I found.

I checked the 12 nearest UK occupations to educational support assistants (nearest by the work that AI is not taking, not by job title), and none of them survived. The closest was teaching assistants: only about 24% of its durable work is work you already do. And on the numbers you do not need one. This job scores 22/100 here, with only 13% of the task list in the top band, and “assist disabled students in accessing facilities” is not work that hands over cleanly. None of them beats deepening what you already have.

How that was checked: this job was compared against all 412 UK occupations in this release on their official task statements, and the 12 nearest were examined one by one. A move that turns on an industry, an employer or a qualification rather than on the work itself will not show up in a check like that. And this release carries no licence register, so anything you are weighing needs that looked up separately.

3 moves I checked and rejected

These are the obvious-looking jumps. They are here with their reasons rather than quietly dropped, because the ones that fail are worth knowing about. It is one less thing to turn over at night.

  • Teaching assistants

    Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “provide tailored instruction to individual students or small groups in a specific subject”. Across the whole of both lists that adds up to about 24% of the work in that job the software is not taking.

    Why I am not recommending it: You would be starting most of it from nothing: about 24% of the durable work in that job is work you do today, and the rest you would be learning while the bills carried on.

    Look at that job’s page anyway →

  • Higher level teaching assistants

    Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “provide tailored instruction to individual students or small groups in a specific subject”. Across the whole of both lists that adds up to about 21% of the work in that job the software is not taking.

    Why I am not recommending it: You would be starting most of it from nothing: about 21% of the durable work in that job is work you do today, and the rest you would be learning while the bills carried on. And it is a narrow door: about 62,100 of those jobs against 327,200 of yours (ONS via Nomis), 19% as many seats.

    Look at that job’s page anyway →

  • Special and additional needs education teaching professionals

    Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “employ special educational strategies and techniques during teaching to improve the development of sensory- and perceptual-motor…”. Across the whole of both lists that adds up to about 9% of the work in that job the software is not taking.

    Why I am not recommending it: Almost none of it is work you already do: about 9% of the durable side of that job. That is a different job, not a next step. The pay gap is the market pricing a barrier: £47,432 against your £21,448 is 2.21× (ASHE Table 14.7a, 2025 provisional (both)), and you would be crossing it holding about 9% of their durable work. A gap that size with an overlap that small is a wish, not a route.

    Look at that job’s page anyway →

What I’d stop worrying about

A friend tells you what not to spend fear on. This is that list.

  • The headline number you read somewhere

    The big “X% of jobs” figures are about the whole economy, not about you. The number that describes your job is on this page: 13% of its task weight, across 40 scored tasks. Every row behind it is printed above with the source. Check ours; ignore theirs.

  • The headlines about your trade disappearing

    They are usually about the technology, not the timetable. Changes to work like employing special educational strategies and techniques during teaching to improve the development of sensory- and perceptual-motor skills arrive through rules, insurance and money, slowly and visibly. This page tracks the task evidence and will move when it moves.

  • Retraining out of a job that is holding up

    On this evidence I would not spend money leaving. Spend it on the layer around the job instead: the tools, the paperwork, the planning. That is where the change actually is.

  • The “obvious” next job everyone suggests

    I checked the obvious moves and most of them did not survive. The reasons are printed with the routes above, including the pay and the gate. A move that fails on the numbers is worth knowing about so you can stop turning it over at night.

You are reading the United Kingdom figures

The United States splits this work across more than one official group, of which Teaching Assistants, Except Postsecondary is the closest. The pay and employment figures are not directly comparable, and we do not average them together.

Switch to the United States page →partial match

In US official statistics this job is counted as Teaching Assistants, Except Postsecondary. Pay and employment stay on this page’s own group; the task list and the scores do not cross over.

Your route through this

Where to go next, and what it costs

Free, and complete

The moves above cost nothing. These are the real services that go with them: public, government-funded, and free at the point of use. Nothing on this page is behind an email address or a payment.

No Space for this job, but one for what is happening to it

Nothing Collab365 runs is built for educational support assistants, and we are not going to point you at the nearest one and call it a fit.

There is one that is not about a job title at all. The AI Authority is about being the person who directs these tools at work rather than the person they get compared to. That is worth saying here, because 13% of the work on this page is already inside what they can do.

Try The AI Authority free →

7 days free, no card needed. Explore up to 2 Spaces before you choose a plan: you pick a plan later, not now.

The AI Authority is a general community about working with AI, not a course for educational support assistants. You do not need it to act on anything here: the moves above cost nothing and stand on their own. The data on this page is the same either way.

Noted, and thank you. We’ll email you if a Space for educational support assistants launches. Nothing else.

That did not look like an email address, so nothing was saved. Have another go below.

We could not save that. The fault is ours, not yours, and your address was not stored. Please try again later.

No Space for educational support assistants yet. Should there be one?

Collab365 Spaces is built by the same people as this site. We find the problems that AI and automation are creating inside one kind of work, then solve them as short courses, briefings and Blueprints. Each Space is the community too, so the research and the people doing your job are in the same place.

What a Space actually is, in full

Collab365 launches new communities where the need is real. If one for educational support assistants existed, with researched problems, courses and people in the same boat, would you want in?

We use your email address for one thing: to tell you if a Space for educational support assistants launches. We never sell it, never use it for unrelated marketing, and every email has a one-click unsubscribe. Our privacy policy has the full version.

This unlocks nothing. Every figure, every row and every step on this page is already yours, whether you fill this in or not.

No deadline on any of this. The page will still be here, and the data is refreshed on a published schedule rather than when someone wants a headline.

Questions people ask about this job

Will AI replace Educational support assistants?
Not as a job, but it is already doing parts of the work. Across the 40 official task statements scored for Educational support assistants (United Kingdom, SOC 6113), 13% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 22 out of 100 (range 17–27, band: low). That is a statement about tasks, not about headcount: this measures what AI could do, not whether any employer adopts it, whether the law allows it, or whether doing the routine parts faster creates more demand for the human parts. Figures are from release 2026-q4.1.
Which tasks in “Educational support assistants” can AI already do?
The highest-scoring tasks in release 2026-q4.1 are: “Record grades for examinations, assignments, or papers” (93/100, very high); “Maintain accurate records” (75/100, high); “Maintain attendance records for educational or organisational purposes” (69/100, high). Each score comes from five published 0–4 ratings turned into a number by a published formula, and each carries the model's one-sentence reason on the page.
Which tasks in “Educational support assistants” stay human?
About 73% of this job's task weight sits in work that scores low for AI exposure. The lowest-scoring tasks in release 2026-q4.1 are: “Test or maintain equipment to ensure correct performance” (0/100, minimal); “Supervise and monitor students' use of tools and equipment” (0/100, minimal); “Lead students on field trips to enhance their learning experience” (0/100, minimal). Low scores usually mean the task needs a body in a room, a legally accountable human, or trust built in real time. Those are the three things the scoring rubric treats as gates rather than obstacles.
What should someone working in “Educational support assistants” do about AI?
Start from the ledger rather than the headline: 13% of this job's weighted core work is exposed, and roughly 73% is not. The practical move is to spend more of your week on the tasks that score low, the ones above, and to get fluent at directing AI through the tasks that score high, because those are the parts that change whether or not you are ready for them. This page does not predict your job, and nothing here is career advice tailored to you: the score describes the occupation, not the person.
How is the AI exposure score for Educational support assistants calculated?
Each official task statement for the occupation is rated on five published 0–4 dimensions (output replicability, physical embodiment, licensed accountability, real-time human trust, and data availability) by claude-opus-5 using scoring prompt task_scoring_v1.0. The model never writes the score; a published formula turns the five ratings into a 0–100 number, so every score can be recomputed by hand. The occupation figure is the importance-weighted mean across 40 scored tasks. The prompt, the rubric, the formula and the full dataset are published at https://futureproof.collab365.com/method and https://futureproof.collab365.com/data/2026-q4.1 under CC BY 4.0.

Where these numbers come from

About the data on this page

  • Provisional, because the ONS revises this figure in the autumn.
  • This headcount comes from a survey, not a census, so treat it as a good estimate rather than an exact count.
  • No importance weighting is published for some of these tasks, so they are treated as equally central, which is a simplification rather than a measurement.
  • The match between this job and its counterpart in the other country is partial, so the two pages count slightly different groups of people.
  • 7 of this occupation's scored task statements carry a score that was measured under a different occupation's context, because the statement is shared between jobs and has only been scored once so far. Each one names the occupation it was measured under in the free routes below; none is presented as a measurement for this job.
  • At least one of this occupation's task rows has no published task-relatedness and falls back to the uniform weight: the documented exception path, not an alternative weighting scheme.
  • Task clusters are not derived in this release, so the task-cluster field is empty and no Collab365 Space routing is attached to this occupation yet.
Task statements
gaisi-indexProcessing: catalogue-bridge → ssc-relatedness-weighting → task-scoring → score-aggregation
Task weights
gaisi-index (relatedness-with-uniform)
Scores
Rubric task_scoring_v1.0, model claude-opus-5, computed 2026-08-05.
Pay and employment
ashe-t14 (ASHE 2025 provisional (reference April 2025))nomis-aps (Apr 2025-Mar 2026 (latest APS 12-month period))

Figures on this page come from release 2026-q4.1, published 2026-08-05. Every release keeps its own permanent address, so a figure you cite in March is still there, unchanged, in November.

The plain-English wording on this page is assembled directly from the task statements and the published ratings, not written by hand for this occupation. That is why it is specific, and it is also why we say so.

The routes and free resources further up are today’s, not the release’s (last reviewed 2026-08-05). A route is an offer, not a historical fact, so it moves on its own clock.

How we score a jobDownload this releaseLook up another job

Using these figures?

Cite this

Everything on this site is published under CC BY 4.0. Quote it, chart it, sell something built on it. Just say where it came from, and cite the dated release rather than the site, so the figure you quote stays checkable.

Plain text

Collab365 (2026). Collab365 Futureproof: task-level AI exposure for US and UK occupations, release 2026-q4.1 (methodVersion 2.0.0, promptVersion task_scoring_v1.0). https://futureproof.collab365.com/data/2026-q4.1. Licensed CC BY 4.0. Built with O*NET data (USDOL/ETA, CC BY 4.0); ONS data (Open Government Licence v3.0); GAISI task framework (arXiv:2507.22748, MIT); BLS data (public domain).

BibTeX

@misc{collab365futureproof2026q41,
  title        = {Collab365 Futureproof: task-level AI exposure for US and UK occupations, release 2026-q4.1},
  author       = {{Collab365}},
  year         = {2026},
  url          = {https://futureproof.collab365.com/data/2026-q4.1},
  note         = {Release 2026-q4.1, methodVersion 2.0.0, promptVersion task_scoring_v1.0, CC BY 4.0}
}

Permalink

https://futureproof.collab365.com/data/2026-q4.1

Data as of release 2026-q4.1, published . Releases never change after publication; when the figures move, a new dated release is published beside this one and this one stays exactly where it is.