"Intensiver Bedarf an Unterstützung wird von Schulleitungen und Pädagog:innen in folgenden Bereichen geäußert: durch Schulsozialarbeit (30 bzw. 19 %), durch Supervisor:innen (17 bzw. 18 %), durch den schulpsychologischen Dienst (21 bzw. 14 %) sowie die Kinder- und Jugendhilfe (19 bzw. 12 %).“
IfGP (Hrsg.), Gesundheit und Wohlbefinden von Schulleitungen und Pädagog:innen in Österreich. Ergebnisse der ATPHS 2022 (2024), S. 17.

„Zukünftige Budgeterhöhungen sollten laut Schulleitungen und Pädagog:innen vorrangig für die Einstellung von Fachkräften genutzt werden, im Einzelnen für weiteres administratives Personal, weitere Pädagog:innen sowie Schulpsycholog:innen und Schulsozialarbeiter:innen.“
IfGP (Hrsg.), Gesundheit und Wohlbefinden von Schulleitungen und Pädagog:innen in Österreich. Ergebnisse der ATPHS 2022 (2024), S. 17.

„We identified three resilience levels among students. The emergence of resilient students benefited from science classroom discipline, teacher-directed instruction, inquiry-based teaching, adjusting instruction, and teacher support.“
Univ.-Prof. Dr. Tao Jiang u. a., Typologies of secondary school student academic resilience in science with classroom and school context predictors (2024), S. 1.

„In an educational environment characterized by poor working conditions, heavy workloads, large class sizes, limited resources, and insufficient professional and psychosocial support, it is no surprise that teacher and student well-being is at a worrisomely low point.“
UNESCO (Hrsg.), Why the world needs happy schools (2024), S. 19.

„Research shows that learning support staff have a positive impact on student achievement, allowing learners to receive prompt attention and individualized help. Non-teaching staff also contribute to decreasing drop-out and keeping learners in school. For instance, there is evidence to suggest that as the number of nurses in schools increases, the number of student absences decreases. Support staff members play a crucial pastoral role in learners’ lives, forging caring and trusting relationships with them and getting to know their lives outside of school, often in ways that teachers do not always have the time or professional training to do.”
UNESCO (Hrsg.), Why the world needs happy schools (2024), S. 43.

„Teachers’ well-being has been a concern since long before the pandemic, owing to low salaries, heavy workloads that include non-teaching responsibilities, crowded classrooms that are hard to manage, insufficient professional development opportunities, and a lack of professional autonomy and voice in decisionmaking. These challenging working conditions are amplified by violence against teachers, especially against female teachers and in crisis contexts.“
UNESCO (Hrsg.), Why the world needs happy schools (2024), S. 49.

„Available data shows that early career teachers are more likely to leave the profession than their more experienced colleagues – which demonstrates that they need more support to cope with the workload.“
UNESCO online, 3. Oktober 2023.

„Neue Lehrkräfte können nur in begrenztem Umfang Mentoring und Unterstützung erhalten. Gegenüber den 19 % im EU-Durchschnitt haben nur 10,8 % der Lehrkräfte in den ersten fünf Schuljahren einen Mentor.“
EU-Kommission (Hrsg.), Monitor für die allgemeine und berufliche Bildung 2023. Österreich (2023), S. 6.

„High levels of support help to keep students in initial teacher training and novice teachers in the profession. Early career support is widespread across the EU. […] A supportive growth environment proofs to be effective by fostering a collaborative working culture, expanding induction, support, and mentoring programs, ensuring continuing professional development, and developing strong school leadership.“
EU-Kommission (Hrsg.), Education and Training Monitor 2023 (2023), S. 16.

„Continuing professional development and professional support are increasingly acknowledged as not just tools to improve the performance of teachers and students. They are a way of improving teachers’ job satisfaction, with the potential to reduce their workload and improve teacher retention rates.“
EU-Kommission (Hrsg.), Education and Training Monitor 2023 (2023), S. 18.

„Learning support staff, such as teaching assistants, can play a key role in supporting the work of teachers and in ensuring that all learners have the ability to achieve their educational potential. Research suggests that, if used effectively, learning support staff can contribute to improved student well-being and learning outcomes.“
OECD (Hrsg.), Equity and Inclusion in Education - Finding Strength through Diversity (2023), S. 243.

„Studies have found that learning support staff can be effective at improving attainment when used to support specific students in small groups or through structured interventions.“
OECD (Hrsg.), Equity and Inclusion in Education - Finding Strength through Diversity (2023), S. 243.

„Substituting supervised learning support at school for time spent on homework (where family inputs play a greater role in students’ success) is more likely to reduce inequities than increasing instruction time to cover additional curriculum content.“
OECD (Hrsg.), Equity and Inclusion in Education - Finding Strength through Diversity (2023), S. 245.

„Across education systems, PISA 2022 results show that high-performing education systems were populated with high-quality teaching and non-teaching staff in sufficient numbers. Systems where more teachers were fully certified by an appropriate authority tended to score higher in mathematics, even after accounting for per capita GDP, across OECD countries.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 170.

„In more than half of all education systems with available data, and on average across OECD countries, more students in 2022 than in 2018 attended schools whose principals reported that instruction is hindered because of a shortage of education staff. […] Some education systems suffer more from a lack of teaching staff while others suffer more from a lack of assisting staff, according to school principals.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 171.
Österreich gehört zu den Staaten, in denen der größte Mangel an „assisting staff“ zu verzeichnen ist. (Quelle: OECD, PISA-2022-Datenbank, Table II.B1.5.4.)

„The literature clearly shows that effective teachers are the foundation on which successful education systems are built and that assisting staff play an essential role in supporting students, parents and teachers.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 200.

„Improving teacher working conditions is key to enhancing the supply of quality teachers, this includes involving them in decision-making and providing a collaborative school culture characterized by mutual support.“
UNESCO (Hrsg.), Global report on teachers. Addressing teacher shortages (2023), S. 2.

„Reducing teachers’ workload by increasing the role of teaching assistants in education has many advantages. First, assistants can be drawn from a different pool of potential workers. These assistants might not be qualified to be teachers, but they could carry out some of teachers’ tasks at a similar level of quality. Teaching assistants can prepare classrooms (e.g. organising materials and supplies), supervise pupils during non-instructional periods, help to grade homework assignments and tests, help to prepare learning materials, provide tutoring in smaller groups, or supervise computer-assisted learning (CAL) sessions.“
Univ.-Prof. Dr. Kristof de Witte u.a., Evidence-based Solutions to Teacher Shortages (2023), S. 33.

„Education systems in which teachers with a specialisation in supporting low-achieving students ('remedial teachers') are involved in learning support provision have, on average, lower percentages of low achievement among fourth grade students in mathematics. The role of specialised teachers varies from coordinating learning support provision, developing individualised learning programmes and communicating with parents to actual teaching.”
EU-Kommission (Hrsg.), Increasing achievement and motivation in mathematics and science learning in schools (2022), S. 12.

„Um einen gelingenden Unterricht zu fördern und Lehrkräfte von unterrichtsfremden Aufgaben zu entlasten, ist pädagogisch unterstützendes Personal notwendig. Im internationalen Vergleich verfügt Österreichs Lehrerschaft über deutlich weniger pädagogisch bzw. administrativ unterstützendes Personal. Im EU-Vergleich kommt auf 8 Lehrkräfte durchschnittlich eine pädagogisch unterstützende Kraft, in Österreich liegt dieses Verhältnis bei 19 zu 1.“
BMBWF (Hrsg.), Nationaler Bildungsbericht Österreich 2021 (2021), S. 235.

„While Alberta (Canada), Chile, Iceland, New Zealand and Sweden employ more than two pedagogical support staff for every ten teachers, there is less than one pedagogical support staff position for every twenty teachers in Austria, Belgium, Colombia and Italy. In a number of school systems, the presence of pedagogical support staff has increased significantly over recent years, notably in the Czech Republic, Denmark, Finland, Sweden, and the Slovak Republic.“
Luka Boeskens, MSC, u. a., Not enough hours in the Day: Policies that shape teachers‘ use of time (2021), S. 71.

„In the context of high teacher shortages, turnover and low attractiveness of the teaching profession across many countries, there is a strong need to better understand teacher well-being and how it can influence both teaching and learning. […] When not adequately supported, the teaching profession can be highly stressful and demanding, which could accentuate high rates of teacher turnover and teacher shortages.“
Ottavia Brussino, Building capacity for inclusive teaching (2021), S. 19.

„Teachers balance multiple responsibilities across a regular school day, ranging from instruction to planning, marking, training, counselling, etc. A crucial strategy to create balance in teachers’ work is to allow support staff to take on some of teachers’ non-essential tasks. […] A staffing strategy based on identifying problems and allocating resources per school could be an effective mechanism for reducing teacher workload and associated stress.“
OECD (Hrsg.), Teachers Getting the Best out of Their Students (2021), S. 33.

„Teachers’ job-specific tasks as well as class size, school size, and the availability of support are among the significant organisation-level variables related to burnout.“
Univ.-Prof. Dr. Timo Saloviita u. a., Teacher burnout explained: Teacher-, student-, and organisation-level variables. In: Teaching and Teacher Education 97 (2021), S. 3.

„Teachers’ work is widely recognised as stressful. […] Beginning teachers are also recognised as an especially vulnerable group in need of specific support to develop their skills and confidence in teaching.“
Univ.-Prof. Dr. Greg Thompson, The Global Report on the Status of Teachers 2021 (2021), S. 8.

„Given that job satisfaction is directly associated with occupational well-being, motivation and staying in the profession, it is critical to provide the teachers with support in addressing the diversity they come across in the classrooms in a more sustained manner.“
Univ.-Prof. Dr. Kajsa Yang Hansen u. a., Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic Countries – Insights from TALIS 2013 and 2018. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 119.

„Among the top sources of stress reported by teachers ('quite a bit' or 'a lot'), 'having too much administrative work to do' (49 %), 'being held responsible for students’ achievement' (44 %) and 'keeping up with changing requirements from local, municipal/regional, state or national/ federal authorities' (41 %) are prominent. The sources of stress reported by school leaders are fairly consistent with those reported by teachers.“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 58.

„Support in schools for teachers in the early stages of their careers and continuing professional development for established teachers appear to offer potential benefits for retention but are also arguably important in their own right.“
Univ.-Prof. Dr. Beng Huat See u. a., Teacher Recruitment and Retention: A Critical Review of International Evidence of Most Promising Interventions (2020), S. 26.

„According to the voice of representatives from various ministries of education and representatives of the teacher workforce the causes for the lack of well-being are multiple. A few of the causes suggested in the discussions were excessive workload, constant reforms imposed on the teaching profession that change with each new government, accountability and evaluation systems that are punitive and confusing, lack of support for schools with unmanageable student misbehaviour issues, class sizes, government interference in curriculum and teaching methods, excessive regulation, the challenges of more diverse and inclusive classrooms, perceived lack of respect for the profession, and, in some countries, inadequate or unequal funding.“
Carine Viac u. a., Teachers’ well-being (2020), S. 15.

„Teaching is a profession driven by ethical values and personal motivation. In this sense, teachers could well be satisfied with the teaching profession because it fulfils their personal goals but, at the same time, they could be dissatisfied with their current job and working conditions.“
Carine Viac u. a., Teachers’ well-being (2020), S. 25.

„Im Schnitt der EU-Vergleichsländer kommt auf acht Lehrkräfte eine pädagogisch unterstützende Kraft und auf sieben Lehrkräfte eine administrative Kraft (Schuladministrationspersonal bzw. Schulmanagementpersonal). […] In Österreich liegen die Verhältnisse bedeutend (und signifikant) höher. Auf durchschnittliche 19 Lehrkräfte kommt hierzulande durchschnittlich eine pädagogische Kraft. […] Auf durchschnittlich 15 Lehrkräfte entfällt in Österreich durchschnittlich eine administrative Kraft.“
BIFIE (Hrsg.), „TALIS 2018. Band 1“ (2019), S. 26
Damit belegt Österreich sowohl beim pädagogischen als auch beim administrativen Supportpersonal unter allen Staaten den LETZTEN PLATZ

„Das Verhältnis zwischen Managementaufgaben und administrativen Aufgaben wird von den Schulleiterinnen und Schulleitern in keinem der EU-Vergleichsländer so unausgewogen wie in Österreich wahrgenommen. Hierzulande berichten die Schulleiter/innen der Sekundarstufe I, dass auf eine Stunde Managementaufgaben beinahe zwei (1,98) Stunden mit administrativen Aufgaben kommen.“
BIFIE (Hrsg.), „TALIS 2018. Band 1“ (2019), S. 31

„Beim administrativen Personal ist Österreich der alleinige Ausreißer und beim pädagogisch unterstützenden Personal verfügt nur Belgiens Schulsystem über so wenig professionellen Support wie Österreich. Vom EU-Durchschnitt ist man auf beiden Dimensionen weit entfernt. Diese Situation ist insbesondere im Hinblick auf die zunehmende Heterogenität in der Zusammensetzung der Schülerschaft und den damit veränderten pädagogischen Ausgangslagen problematisch.“
BIFIE (Hrsg.), „TALIS 2018. Band 1“ (2019), S. 38

„Im Vergleich zwischen TALIS 2008 und 2018 zeigt sich, dass die durchschnittliche Zeit, die die Lehrkräfte in Österreich mit tatsächlichem Lehren und Lernen verbringen, von 79 % auf 77 % gesunken ist.“
BIFIE (Hrsg.), „TALIS 2018. Band 1“ (2019), S. 87

„Dem Teaching and Learning International Survey zufolge kommt in Österreich auf ca. 24 Lehrer/innen eine unterstützende Person (aus Psychologie, Sozialarbeit, Logopädie etc.). Im Durchschnitt beträgt diese Relation in den an der Studie beteiligten 25 Ländern 13:1. Auf etwa 23 Lehrer/innen kommt in Österreich eine Person mit administrativen oder Managementaufgaben. Der OECD-Durchschnitt laut TALIS beträgt ca. 8:1.“
Univ.-Prof. Dr. Peter Posch. In: BMBWF (Hrsg.), „Nationaler Bildungsbericht Österreich 2018. Band 2“ (2019), S. 490

„Der so genannte ‚Papierkram‘, also der Aufwand für Berichte, Dokumentationen, Listen und dergleichen dürfte zeitlich besonders aufwendig sein. 65,2 % sehen das so. Für fast die Hälfte der Befragten ist der Aufwand offenbar viel zu hoch. Daran kann man auch ermessen und verstehen, wie berechtigt die oft erhobene Forderung der Lehrergewerkschaft für eine bürokratische Entlastung der Lehrkräfte und auch Schulleiterinnen und Schulleiter und hinsichtlich mehr Unterstützungs- und Supportpersonal ist.“
Mag. Dr. Jörg Spenger u. a., „Under pressure. Berufsvollzugsprobleme und Belastungen von Lehrpersonen. Eine empirische Studie.“ (2019), S. 33f

„Die Versuchsgruppe klagt vor allem darüber, wie sehr Unterstützungspersonal für den psychosozialen Bereich fehlt. Fast 60 % geben das an. Für fast 44 % ist das sehr belastend.“
Mag. Dr. Jörg Spenger u. a., „Under pressure. Berufsvollzugsprobleme und Belastungen von Lehrpersonen. Eine empirische Studie.“ (2019), S. 34

USA: „Attrition from the profession currently accounts for about 90 % of the annual demand for teachers, and is about double the teacher leaving rates of countries like Canada, Finland, and Singapore. […] More than two-thirds of teachers leave for reasons other than retirement, most of them citing dissatisfaction with different aspects of teaching that are amenable to policy intervention, including accountability policies, lack of administrative support, and lack of opportunity for decision making input and collaboration.“
Univ.-Prof. Dr. Linda Darling-Hammond u. a., Breaking the cycle of teacher shortages: What kind of policies can make a difference? In: Education Policy Analysis Archives Vol. 27 No. 34 (2019), S. 7.

„Most expensive schools spend (proportionately) more of their budgets on facilities and non-teaching staff.“
Univ.-Prof. Dr. Francis Green u. a., Engines of Privilege (2019), S. 101.

„Private schools do better, especially in exams, simply because they are private and independent of government. The freedom of the independent sector to use resources as it thinks best, employ additional staff, teach a broader curriculum, impose its own disciplinary code, meet particular needs and promote independent thinking have all been central to its success.“
Univ.-Prof. Dr. Francis Green u. a., Engines of Privilege (2019), S. 112.

England: „Two out of five teachers (41 per cent) are dissatisfied with their amount of leisure time, compared to 32 per cent of similar professionals. One in five teachers (20 per cent) feel tense about their job most or all of the time, compared to 13 per cent of similar professionals. Reducing teachers’ unnecessary workload presents the biggest potential area for improving retention.“
NFER (Hrsg.), Teacher Labour Market in England. Annual Report 2019 (2019), S. 5.

„Making specialised support staff available in schools is key to quickly identifying and addressing the challenges that vulnerable young people may face. Trained psychologists or social workers can be an important first point of call for students, parents and teachers when problems arise.“
OECD (Hrsg.), Changing the Odds for Vulnerable Children (2019), S. 120.

„'Reducing teachers’ administration load by recruiting more support staff' is rated 'of high importance' by 55% of teachers.“
OECD (Hrsg.), „TALIS 2018 Results. Volume I“ (2019), S. 46

„The most common priorities for policy intervention reported by teachers in participating countries and economies are: 1) reducing class sizes (reported by 65% of teachers); 2) improving teacher salaries (64%); 3) offering high-quality professional development for teachers (55%) and 4) reducing teachers’ administration load (55%).“
OECD (Hrsg.), „TALIS 2018 Results. Volume I“ (2019), S. 82

„There are considerable differences in the presence of different types of staff across school systems. There are more than two pedagogical support staff per ten teachers in Alberta (Canada), Chile, Iceland, New Zealand and Sweden, but there is less than one pedagogical support staff position for every twenty teachers in Austria, Belgium, Colombia and Italy.“
OECD (Hrsg.), Working and Learning Together (2019), S. 41.

„The pressures faced by teachers and school leaders in their daily work are well-documented, as are the prevalence and harmful impact of stress, exhaustion and burnout in schools. Supporting staff in coping with these pressures by shaping their working conditions is therefore an important policy goal.“
OECD (Hrsg.), Working and Learning Together (2019), S. 159.

„On average 55 % of teachers in OECD countries said that reducing the administrative workload was of high importance when asked for their spending priorities in TALIS 2018. In 24 of the 48 participating countries and economies, teachers ranked 'reducing teachers’ administration load by recruiting more support staff' as one of their top three priorities.“
OECD (Hrsg.), Working and Learning Together (2019), S. 172.

„Across the OECD countries and economies participating in TALIS 2018, for example, a lack of support personnel remains the resource shortage most frequently reported by principals.“
OECD (Hrsg.), Working and Learning Together (2019), S. 172f.

„According to lower secondary principals’ reports, there are on average seven teachers for each administrative or managerial school staff member across the OECD, but the ratio ranges from as little as 3 in New Zealand to 20 in Austria.“
OECD (Hrsg.), Working and Learning Together (2019), S. 173.

„Measuring learning outcomes without making sure the needed inputs and processes are in place is simply futile from the point of view of academic improvement and it is demoralising to the teachers who work in poorly equipped schools and without significant pedagogical support.“
Univ.-Prof. Dr. Nelly Stromquist, The Global Status of Teachers and the Teaching Profession (September 2018), S. 45f.

„Teaching is a profession driven by ethical values and personal motivation. In this sense, teachers could well be satisfied with the teaching profession because it fulfils their personal goals, but at the same time they could be dissatisfied with their current job and working conditions.“

Dr. Tarek Mostafa u. a., „Science teachers’ satisfaction: Evidence from the PISA 2015 teacher survey“ (2018), S. 16

„Studies of dropout risk indicate that the accumulation of multiple risk factors (e.g., living in a single-parent household and having failing grades) is more highly predictive of dropout than any single risk factor present in isolation […] Intervention research must go beyond the typical school boundaries to mediate these factors. This type of outreach cannot be accomplished by schools alone and will require significant, meaningful, and effective partnerships with community agencies, community mental health supports, and other public health initiatives.“
Dr. Terrence J. Lee-St. John u. a., The Long-Term Impact of Systemic Student Support in Elementary School: Reducing High School Dropout (2018), S. 2f.

„How teachers are paid, and what proportion of resources are allocated to reducing class sizes, providing better training for teachers and providing more ancillary staff or better facilities, is crucial.“
Varkey Foundation (Hrsg.), „Global Teacher Status Index 2018“ (2018), S. 8

„In Kopenhagen, Zürich oder den USA ist ein Schulpsychologe für 700 bis 1000 Schüler zuständig, hier in Berlin sind es 4000 bis 5000.“

Klaus Seyfried, Leiter des Schulpsychologischen Beratungszentrums Tempelhof-Schöneberg in Berlin, Tagesspiegel online am 4. Juli 2016

„Nicht zuletzt durch die aktuelle Flüchtlingssituation wurde die Notwendigkeit von ausreichend bedarfsgerechter sozialarbeiterischer Tätigkeit an Schulen im vergangenen Jahr evidenter denn je.“

ÖIF (Hrsg.), „Integrationsbericht 2016“ (2016), S. 47

Österreich: „The lack of administrative support staff will make it difficult to give schools greater autonomy as this implies more tasks and responsibilities for school leaders.“

OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 187

„In Finland, for example, a special teacher who is specifically trained to work with struggling students is assigned to each school and works closely with teachers to identify students who need extra help. Multi-professional care groups, consisting of the school principal, special education teacher, the school nurse, the school psychologist, a social worker, teachers and parents, meet periodically to discuss individual students’ learning progress.“

OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 143

Österreich: „According to lower secondary principals’ reports, there was one administrative or managerial staff available for about 23 teachers, compared to a TALIS average ratio of 1 to 8, by far the worst ratio among participating countries. When looking at the ratio of administrative staff to students, the picture is similar. In Austria, there was one administrative or managerial staff for 221 students.“

OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 171

Finnland: „Each school has a group of staff that meets twice a month to assess the success of individual classrooms and potential concerns within classrooms. This group, comprising the principal, the school nurse, the special education teacher, the school psychologist, a social worker, and the classroom teachers, determines whether problems exist, as well as how to rectify them.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 64

Österreich: „According to school principals’ reports, in 2008 there was one pedagogical support worker for 24 teachers, compared to a ratio of 1 to 13 on average across countries participating in the survey. This was the worst ratio of any country in the survey …“

OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 176

„There was one pedagogical support staff for 263 students in Austria. This was, however, still much less than in various other countries like Denmark, Hungary, Norway and Poland. In Norway, the country with the lowest ratio, there was one pedagogical support worker for 78 students.“

OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 176

Österreich: „School principals and teachers have to take over many of the related tasks. This takes away time and focus for teaching and learning, which teachers generally value very highly.“

OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 186

Österreich: „The lack of administrative support staff will make it difficult to give schools greater autonomy as this implies more tasks and responsibilities for school leaders.“

OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 187

Österreich: „The lack of pedagogical support staff is also of concern considering the apparent problem of bullying in schools. According to data from the World Health Organization’s (WHO) Health Behaviour in School-aged Children survey for 2009/10, 40 % of children aged 11, 13 and 15 reported having been bullied at school at least once in the past couple of months.“

OECD (Hrsg.), „OECD Reviews of School Resources – Austria“ (2016), S. 176

„In 2010, 23.3 percent of comprehensive school students in Finland received extra instruction from a school-based Special Needs Education Teacher in the subjects in which the student needed help. Of this group, 12 percent received aid for a speech disorder, 40.5 percent received help in reading or writing, 23.7 percent for learning difficulties in mathematics, 9 percent for learning difficulties in foreign languages, 5.5 percent for adjustment difficulties or emotional disorders, and 8.9 percent for other learning difficulties.“

Weltbank (Hrsg.), „How Shanghai Does It“ (2016), S. 64

„In Finnland werden Lernschwächen viel früher diagnostiziert und auch behandelt. Dazu gibt es Unterstützungspersonal wie Logopäden, Sozialarbeiter oder Psychologen.“

Univ.-Prof. DDr. Christiane Spiel, Kurier online am 9. Juli 2015

USA: „It may be surprising to learn that there are as many non-teaching adults as there are teachers in U.S. public schools.“

www.brookings.edu am 14. Jänner 2015

„The number of support staff in schools more than doubled in the United Kingdom in ten years, from 134 000 in 1997 to 346 000 in 2009, with teaching assistants representing 52 % of this group.“

Francesc Masdeu Navarro, „Learning support staff: A literature review“ (2015), S. 8

„The United Kingdom and the United States have the highest average ratio of support staff, with 15.5 teacher aides and teaching/research assistants per 1 000 students. These two countries have experienced significant increases of learning support staff in recent years.“

Francesc Masdeu Navarro, „Learning support staff: A literature review“ (2015), S. 8

Finnland: „Each school has at least one special teacher, trained to help struggling students. The special teacher is tasked with early identification and intervention, helped by a multi-professional care group consisting of the principal, the special teacher, the school nurse, the school psychologist, a social worker and the class teacher.“

Jon Kristian Pareliussen u. a., „Skills and Inclusive Growth in Sweden“ (2015), S. 20

Teacher Assistants (TAs): „Teacher surveys and systematic observations also showed that TAs had a positive impact on students’ learning and behaviour, particularly in terms of improving students’ attitudes, behaviour and social skills, allowing individualisation and differentiation of tasks, and increasing classroom engagement and interaction with adults.“

Francesc Masdeu Navarro, „Learning support staff: A literature review“ (2015), S. 31

„Two recent randomised controlled trials conducted in England by the Education Endowment Foundation found significant improvements in learning in literacy and numeracy due to intervention programmes based on the use of learning support staff.“

Francesc Masdeu Navarro, „Learning support staff: A literature review“ (2015), S. 32f

„Several randomised controlled trials conducted in Denmark indicate that learning support staff made a positive impact on student learning.“

Francesc Masdeu Navarro, „Learning support staff: A literature review“ (2015), S. 33

„In the last two decades, learning support staff have become an essential part of the education workforce in many countries […] The work of these staff can reduce pressure on the teacher in relation to classroom management by helping the teacher cope with student misbehaviour, thus creating a more productive classroom atmosphere.“

Francesc Masdeu Navarro, „Learning support staff: A literature review“ (2015), S. 38

„The United Kingdom and the States have the highest average ratio of support staff, with 15.5 teacher aides and teaching/research assistants per 1 000 students. These two countries have experienced significant increases of learning support staff in recent years.“

Francesc Masdeu Navarro, „Learning support staff: A literature review“ (2015), S. 8

Englands Supportpersonal: „Their tasks usually include, for example, preparing material and equipment for lessons and working with small groups of students or individual students that need extra support due to instructional or behavioural challenges, which may happen in or out of a class. Their tasks can also include work with children with special educational needs. Teachers often may count with more than one teaching assistant in the classroom.“

Gabriela Moriconi u. a., „Supporting teachers and schools to promote positive student behaviour in England and Ontario (Canada)“ (2015), S. 37

Finnland: „Every comprehensive school has a student welfare team that meets at least twice a month for two hours. The team consists of the principal, the special education teacher, the school nurse, the school psychologist, a social worker, and the teachers whose students are being discussed.“

OECD (Hrsg.), „Lessons from PISA for Korea“ (2014), S. 173

Finnland: „Each school has at least one special teacher, trained to help struggling students. The special teacher is tasked with early identification and intervention, helped by a multi-professional care group consisting of the principal, the special teacher, the school nurse, the school psychologist, a social worker and the class teacher.“

OECD (Hrsg.), „OECD Economic Surveys – Sweden“ (2015), S. 102

„Austria ranks poorly in the OECD when it comes to professionals able to dispense pedagogical support.“

OECD (Hrsg.), „Mental Health and Work: Austria“ (2015), S. 18

„In Austria, there is one teaching support professional for every 24 teachers, compared to an average of 1/14 and even 1/7 in countries like Australia, Hungary, Poland and the Nordic countries. In Austria the typical school thus has only one support professional, compared with six in Denmark or Norway, for example.“

OECD (Hrsg.), „Mental Health and Work: Austria“ (2015), S. 124

„For Iceland, Alberta (Canada) and England (United Kingdom), support personnel is provided for every four teachers.“

OECD (Hrsg.), „TALIS 2013 Results“ (2014), S. 46

„In Österreich kommt auf 23 Lehrer eine administrative Arbeitskraft - in Norwegen ist das Verhältnis sieben zu eins. [...] Es gibt genug Aufgaben, für die man keine voll bezahlte Lehrkraft braucht, die viele Semester lang studiert hat.“

Univ.-Prof. Dr. Stefan Hopmann, Wiener Zeitung ONLINE am 25. Juni 2013

„In Norwegen sind ein Drittel aller in Schulen Beschäftigten keine Lehrer, das geht von Betreuern über Ergotherapeuten bis hin zu Psychologen.“

Univ.-Prof. Dr. Stefan Hopmann, Der Standard ONLINE am 12. Juni 2013

„In Österreich kommen im Schnitt 29 Lehrer/innen auf eine pädagogisch unterstützende Kraft, das bedeutet damit im OECD-/EU-Vergleich das schlechteste Verhältnis. [...] In den allgemeinbildenden höheren Schulen kommt auf 51 Lehrer/innen nur eine Unterstützungskraft, in den Hauptschulen ist dies das Verhältnis von 1:24.“

BIFIE (Hrsg.), „Nationaler Bildungsbericht Österreich 2012“ (2013), Band 1, S. 58

Finnland: „Every school has a special teacher and pupil support group who support the classroom teacher and intervene early on if any child shows signs of falling behind.“

Asia Society (Hrsg.), „Improving Teacher Quality Around the World: The International Summit on the Teaching Profession“ (2011), S. 8

„[Es] geben Schulleiter/innen von 74 % der Hauptschullehrkräfte und 85 % der AHS-Lehrkräfte an, dass der Mangel an unterstützendem Personal den Unterricht beeinträchtigt.“

BIFIE (Hrsg.), „Talis 2008: Schule als Lernumfeld und Arbeitsplatz“ (2010), S. 127

„An österreichischen Schulen gibt es kaum pädagogisches Unterstützungspersonal, vor allem an AHS. Das heißt, den Schulen fehlt es damit an Beratungslehrerinnen und -lehrern, Psychologinnen/Psychologen, Logopädinnen/Logopäden und Helferinnen und Helfern.“

BIFIE (Hrsg.), „TALIS 2008: Schule als Lernumfeld und Arbeitsplatz. Vertiefende Analysen aus österreichischer Perspektive“ (2010), S. 141