Does Consistent Classroom Support Improve Student Outcomes?
When Corrine Maclean noticed a university student struggling after losing her consistent note-taker, it sparked a question that would reshape how we think about classroom support. Her comprehensive action research study examines whether disabled learners benefit more from working with the same educational enabler throughout their studies, or if rotating support staff provides better outcomes.
Drawing from her experience supporting students at Coventry University and later as an educational enabler at Hereward College, Maclean identified a critical gap in understanding how support consistency affects learning outcomes. Her research tackles the fundamental question: should learners receive dedicated one-to-one support from a single enabler, or does varied support from multiple staff members better serve their educational needs?
The study's findings challenge conventional assumptions about classroom support. Through extensive questionnaires involving sixty participants—students, lecturers, and educational enablers—plus in-depth interviews with senior staff, Maclean uncovered fascinating patterns based on learner ability levels.
Entry-level students overwhelmingly preferred consistent support from the same enabler, citing comfort, reduced confusion, and better understanding as key factors. Their responses highlighted how familiar relationships create safe learning environments where students feel understood and supported. Comments like "they know me well and what I like" reveal the emotional security that consistent support provides.
Surprisingly, Level 3 students showed the opposite preference. These advanced learners actively sought variety in their support staff, appreciating the "different things to offer" that each enabler brings. This finding suggests that as students develop academically, they benefit from diverse perspectives and expertise rather than familiar routine.
The research incorporates established psychological theories, including Rogers' principles of genuine relationships and Maslow's hierarchy of needs, to explain why different support models work for different learners. Educational enablers themselves supported these findings, noting how building relationships enhances their ability to understand student needs while acknowledging potential dependency risks.
Lecturers emphasized the importance of clear communication between all parties, with several noting that consistent support helps build confidence and addresses individual requirements more effectively.
This groundbreaking study offers practical insights for educational institutions designing support systems for disabled learners. Maclean's evidence-based recommendations suggest a tiered approach where support consistency matches learner capability levels—providing stability for those who need it most while encouraging independence for advanced students.
The complete research reveals detailed methodology, comprehensive data analysis, and actionable recommendations that could transform classroom support practices across educational settings.