Beyond the Misconceptions: What Being an LSE Really Means

I have spent over two decades working as an LSE, and I say that with pride. It is a role that has shaped me as an educator, but also as a person. Yet, after all these years, some of the misconceptions I still hear frustrate me. So, I thought I would share a few of them and perhaps shed some light on what being an LSE actually means.

“The job is easy.” Yes, of course! As easy as having eyes at the back of your head, the patience of a saint and the ability to deal with ten things at once! Perhaps people think this because an LSE may be assigned to one or two students. But the role goes far beyond that. LSEs are part of the whole classroom and are there to promote inclusion for everyone. It is not simply a matter of sitting beside a child all day. There is observing, adapting resources, preparing materials, supporting emotional regulation, anticipating difficulties and constantly thinking about what might work better tomorrow. So no, LSEs are not babysitters, and their job is certainly not just to make sure a child does not get hurt. There is knowledge, patience and responsibility behind the role. Sometimes the skill is knowing when to step in, and sometimes it is knowing when to step back.

Another one that gets under my skin is the idea that LSEs are people who “failed” to become teachers. Being an LSE is not a consolation prize. For many, it is a career they chose and genuinely love. Some LSEs go on to become teachers, but people forget that it works the other way too. There are qualified teachers who choose to work as LSEs because they prefer the closer, more individualized support the role allows. One role is not simply a step below the other. They are different jobs requiring different strengths. Sometimes people become teachers after being LSEs. Sometimes teachers become LSEs. And sometimes people simply find where they belong and stay there.

Then we have the famous one: “They’re only in it for the holidays.” Apparently, this applies to teachers too! Yes, educators have school holidays. We are not going to pretend we don't enjoy them! But educators also cannot simply choose when to take their vacation days. You cannot decide you fancy a week off in November or extend a weekend because you found a cheap flight. Your breaks are dictated by the school calendar. People also don't always see what comes home with you: preparation, resources, paperwork and, sometimes, the worries of the day. You find yourself thinking about the student who struggled or wondering what you can do differently tomorrow. Enjoying the holidays is one thing. Choosing an entire profession just for them is quite another.

Another misconception is that LSEs are underqualified. Yes, there are routes that allow people to gain their qualifications later in life. And why shouldn't there be? Education does not have an expiry date. Starting at 30, 40 or 50 does not make someone's achievement worth any less. And the minimum qualification for a job does not necessarily tell you what qualifications the person doing it actually holds. There are LSEs with bachelor's degrees, others educated to master's level, and many who continue studying and training throughout their careers. Add years, sometimes decades, of classroom experience to that, and I think the word “underqualified” becomes rather unfair.

I will stop here, because otherwise I might end up writing a book!

But I do want to leave one thought behind. LSEs have continued doing their job despite the misconceptions surrounding the profession, and I think greater awareness and appreciation of what they actually do is long overdue. Are there bad LSEs? Of course there are. There are people in every profession who are there for the wrong reasons or who simply do not do their job well. We have bad teachers, doctors, lawyers and professionals in every field. We don't use those individuals to define an entire profession, and LSEs deserve the same fairness. 

Most importantly, behind the title “LSE” there is a person who chose to work with learners, who has had difficult days, celebrated tiny victories that felt enormous and, in many cases, spent years quietly making a difference without expecting recognition for it. Maybe it is time we looked beyond the misconceptions and simply gave LSEs the recognition and respect they have earned. 

About the Author

Claudette Portelli is an educator with 29 years of experience in the education sector and currently serves as Head of Institution at CC Education Academy. Her career has been deeply rooted in inclusive education, supporting learners and mentoring future educators. Her own journey as an LSE continues to shape the way she views education, inclusion, and the value of those working quietly behind the scenes every day.