A look at the development of a central instrument of inclusive education
Today, school support is an integral part of everyday school life for many children with support needs. But how did this concept actually originate? In this entry, we take a clear look at the historical development of school support in Germany, from its beginnings to its current role in the inclusive education system.
First steps in the 1980s
The origins of school support date back to the 1980s. At that time, children with disabilities were often supported by civil service workers who provided practical help in everyday school life. This support was not regulated by law, but arose primarily from the desire to enable the children concerned to participate in school lessons. It was a first step towards educational participation.
International Impulses: The Salamanca Statement
A major impetus for greater inclusion was provided by UNESCO’s Salamanca Statement in 1994. It emphasized that education systems should be designed to meet the needs of all children – regardless of their individual requirements. This statement also triggered new discussions in Germany and ensured a growing awareness of inclusive education.
2009: The UN Convention on the Rights of Persons with Disabilities brings change
A real turning point came with the ratification of the UN Convention on the Rights of Persons with Disabilities in 2009. Since then, the right to inclusive education has been enshrined in law. For Germany, this meant that schools must provide all children with equal access to education. In this context, school support became a central instrument for implementing this right.
Between 2009 and 2019 alone, the number of integration aids for children with emotional disabilities rose by around 156%. This was a strong sign of the growing need for support.
The development of the legal framework
For a long time, the legal regulation of school support was complicated. Different laws and jurisdictions often led to confusion – for example, whether the youth welfare office or the social welfare office was responsible. With the entry into force of the Federal Participation Act, the regulations were revised and bundled, among other things, in the new Section 112 of the SGB IX. The aim was to reduce bureaucracy in integration assistance and to focus it better on the child’s participation. In 2019, child and youth welfare providers approved over 109,000 integration aids for children with emotional impairments.
What school support actually does
The tasks of school support are diverse and are based on the individual needs of the child. These include, among others:
- Support with arriving and leaving
- Help with practical tasks in everyday school life (e.g., getting dressed, using the toilet)
- Orientation within the school building and with the timetable
- Accompaniment in challenging situations
Important: School assistants do not take on any teaching tasks. They provide pedagogical support but do not help with the learning itself. This boundary is important and has been clarified repeatedly by court rulings.
How school support is organized today
Today, school support is usually organized as an individual measure: one child – one assistant. This allows for targeted support but can also lead to dependency. Depending on the federal state and municipality, school assistants are employed by independent providers such as TeamLike Schulbegleitung, municipalities, or work within the framework of voluntary services such as the FSJ or BFD.
Qualifications also vary: while civil service workers were often used in the past, today pedagogical trained staff or young people in social voluntary services are more common. Career changes without relevant prior experience are also possible. You can find the specific requirements for school assistants and the opportunity to apply directly to us here.
Figures and Trends: School Support on the Rise
The demand for school support is growing steadily. Between 2009 and 2019, the number of integration aids for children with emotional disabilities more than doubled. The number of students with social-emotional support needs also rose by 72% over the same period – to nearly 100,000 children and young people. More than half of these children (approx. 57%) now attend mainstream schools. As a result, school support is no longer only used in special schools, but is an important link for inclusive education in all types of schools.
A look ahead
School support has evolved from a provisional aid offer into a central component of inclusive education in Germany. Nevertheless, challenges remain: clear responsibilities, uniform quality standards, and reliable data are topics that need further development. One thing is certain: the demand for school support will continue to rise. This makes it all the more important to create framework conditions that offer security and clarity to everyone involved – children, parents, schools, and assistants.
We at TeamLike Schulbegleitung have made it our mission to accompany this change. With heart, experience, and the goal of living inclusion together. If you have any questions or are interested in becoming part of our team, you are welcome to 📞 get in touch at any time or visit our FAQ for frequently asked questions.
