Why quality counts now
School support is no longer a marginal issue. In many schools today, it is a matter of course because for some children it is what makes participation possible in the first place. At the same time, there is a growing impression that the field has grown faster than the structures surrounding it. Who talks to whom and when? Who bears what responsibility? And what happens when things get difficult?
More need, but few common lanes
With the growing need for school support, structural issues are coming more into focus. School support is often indispensable for successful inclusion, but at the same time there is a lack of clear regulations. This applies to qualifications as well as the distribution of tasks and cooperation with schools and teachers.
In practice, school support therefore takes very different forms: Accompanying persons have different professional backgrounds and qualifications, while at the same time there is often a lack of binding standards for the specific organisation in everyday school life. As a result, support varies considerably in some cases – not so much due to individual people, but primarily due to inconsistent framework conditions and requirements. In order to ensure safety, participation and reliable support, appropriate, continuous training is therefore essential.
To date, there has been no standardised approach to the organisation of school support nationwide. At the same time, the number of cases has risen significantly in recent years and continues to increase. At the same time, the responsibility in everyday school life is growing with this development. School support means building relationships while maintaining enough professional distance to promote independence. This balance is challenging and requires guidance. Quality does not come about by itself, but through clarity, preparation and professional security.
Quality does not mean more control, but more security
When we talk about quality development, it quickly sounds like forms and new rules. What is actually meant is something much more practical: school support needs orientation. This includes a clear understanding of roles and clear responsibilities between support staff and teachers, early recognition of situations and structured support that helps the child without taking everything off their hands. Reliable communication within the team and a clear view of boundaries and responsibilities are equally important.
Why now is a good time for further training – JuCare Academy
In conversations with schools, providers and assistants, we repeatedly see that the need for school support is growing, but that the professional preparation varies greatly. Many are faced with complex situations in everyday school life for which there is little guidance and hardly any common standards. This is precisely where the JuCare Academy’s training course comes in. It was developed to provide confidence, clarify roles and create a professional framework for supporting children and young people with support needs in a school context.
The next course starts on 02.03.2026, is AZAV certified and can be funded up to 100 percent via the education voucher from the Federal Employment Agency if the requirements are met. The training course combines theoretical principles with practical elements and is aimed at people who do not want to leave school support to chance, but want to shape it in a conscious and well-founded manner.
