Why Hire an Academic Support Worker?
- Brainz Magazine
- Oct 9
- 7 min read
AJ Booker is an emerging leader in the fields of educational support for higher education students and psychological well-being. As the founder of AJB-Academic Support Services in 2024, he has already guided the organisation to its first prestigious award and continues to drive its rapid growth and success.
Although advancements in further education and adult professional development have been made in recent years, individuals with learning disabilities continue to encounter substantial and often overlooked obstacles in realising their academic or professional aspirations. This persistent disparity underscores the urgent need for effective, targeted interventions. The central thesis of this article is that Academic Support Workers (ASWs) offer a comprehensive and individualised framework of support that more effectively addresses the unique challenges facing learners with disabilities, thereby promoting authentic inclusivity within educational and professional environments.
Empirical evidence supports this. For instance, the National Centre for Learning Disabilities reports that an estimated one in five students experiences learning and attention difficulties, yet only 68% disclose these challenges to their educational institutions. In the absence of robust ASW programmes, conventional accommodations often prove insufficient, perpetuating achievement gaps and impeding the academic and professional progression of individuals with enduring conditions such as dyslexia, dyspraxia, ADHD, and other specific learning difficulties. [1]
The employment of Academic Support Workers (ASWs) should not be regarded merely as a compliance measure but as a foundational strategy for building genuinely inclusive learning and training environments. ASWs provide focused support that empowers learners to overcome barriers, develop confidence, and in turn, enables them to realise their academic and career goals. Several institutions indicate that the implementation of ASW programmes can be linked with improved retention, better academic outcomes, and enhanced self-esteem, highlighting their crucial role in institutional success. For example, at Greenfield University, the introduction of an ASW programme resulted in a 20% increase in student retention over three years and a notable rise in student satisfaction scores, thereby transforming the educational experience for many learners with learning disabilities. [2]
Institutions should embed Academic Support Workers (ASWs) through deliberate recruitment, comprehensive training, and structured integration. Effective recruitment necessitates articulating precise job descriptions, employing competence-based selection methods, and promoting hiring committee diversity to align candidates with institutional values and the goal of empowering learners with disabilities. Training must extend beyond foundational workshops on learning disabilities to include ongoing professional development and mentorship, ensuring ASWs possess both theoretical understanding and practical insight into students’ lived experiences. For integration, institutions should prioritise regular collaboration among ASWs, faculty, administrative staff, and other stakeholders to address individual student needs and refine support strategies. By implementing scheduled interdisciplinary meetings, joint training, and systematic evaluations of ASW impact, institutions foster a cohesive support framework that is both adaptive and responsive. This targeted approach ensures that ASWs are fully integrated as essential partners in the academic community.
The higher education and further education imperative
Students moving to college, university, or vocational training often face major changes in structure and expectation. Greater independence, extensive reading, and organisational demands can overwhelm individuals with learning disabilities.
Specialised, practical assistance
Academic Support Workers (ASWs) deliver timely, individualised assistance that extends beyond the scope of support typically provided by tutors and course lecturers.
Note-taking and organisation: Individuals with dysgraphia or ADHD often struggle with handwriting, processing spoken information, and, in some cases, organising ideas. Skills such as note-taking can be daunting and interfere with concentration. However, an ASW can be effective by assisting in compiling and presenting well-structured notes. Productivity can improve as a result.
Study skills tailoring: In addition to general study guidance, an Academic Support Worker (ASW) helps individuals identify and use specific tools tailored to their learning needs. For example, memory aids may be taught, visual maps may be used for those with dyslexia, or large assignments may be broken into clear steps for those experiencing executive function challenges.
Academic Support Workers (ASWs) are skilled in implementing the use of modern and assistive tools, including but not limited to text-to-speech software and mind-mapping tools. They teach learners to use these tools effectively, turning barriers into opportunities for promoting independence and learning. This support moves individuals from coping to achieving. ASWs also closely consult with IT departments and other members of faculty to ensure these technologies fit smoothly into existing systems. ASWs create bespoke solutions, set up hardware and software, and offer ongoing technical help. By collaborating with all stakeholders, ASWs make learning environments more accessible and suited to individual needs.
Cost-benefit analysis: Measuring the value of Academic Support Workers should go beyond simple cost. Institutions must consider expenses for hiring, training, and managing ASWs, as well as the time invested in oversight and management. A recent survey conducted by the Education Development Association revealed that institutions with well-implemented ASW programmes experienced a 15% increase in learner retention and a 10% rise in graduation rates over a five-year period. The result is clear. Improved retention, higher graduation rates, and increased confidence among learners and institutions. Studies show strategic, well-evaluated ASW programmes offer the best returns. [3]
Empowering professionals returning to work
Although Academic Support Worker (ASW) services are frequently associated with younger learners, their value is particularly significant for adults re-entering the workforce, pursuing professional certification, or participating in corporate training.
Re-entry and professional upskilling
Adults returning to education or training often feel intense pressure to succeed. For those with undiagnosed or recently discovered learning disabilities, this is made harder by years of using complex coping skills.
Workplace simulation support: Training programmes often require rapid skill development and task switching, which can be challenging for individuals with learning disabilities. An Academic Support Worker (ASW) assists by rehearsing presentations, formatting data, and applying new knowledge directly to job scenarios.
Time management and prioritisation: In workplaces, poor time management often leads to missed deadlines and lower performance. A Support Worker (SW) assists by building lasting organisational habits, using digital calendars and project management tools, and breaking down tasks to effectively manage workloads.
Building self-advocacy: A main benefit of Academic Support Worker (ASW) support is teaching adult learners to advocate for themselves. ASWs collaborate with learners to explain their needs to managers, HR, and trainers, helping everyone understand learning styles and required accommodations. This skill is key to continued career progress.
Scalability: Scaling support depends on vision. To help a diverse student body, institutions must use innovation and adapt. Technology allows wide-reaching training and flexible support. Standard practices maintain high quality, and feedback ensures services remain current. Expanding ASW services can boost both reach and results with a clear commitment to excellence.
Concretely, institutions could implement centralised training programmes to ensure consistency and exacting standards across all ASW services. This would involve creating a core curriculum accessible online, allowing ASWs to receive training remotely and at scale. Additionally, using digital platforms for service delivery can significantly enhance scalability. By harnessing tools such as online portals and mobile apps, institutions can provide personalised, on-demand support, making assistance more accessible to a greater number of learners. This strategic approach not only scales service delivery but also maintains the individualised support crucial for learner success.
Measuring the impact
Educational institutions and employers can see clear benefits in integrating Academic Support Worker (ASW) services in a timely manner. Many report better graduation rates, lower dropout rates, and more productive teams with members who, at some stage during their academic journey or their professional careers, received ASW support. [4] These outcomes demonstrate a strong value for the introduction of ASWs in advancing more inclusive and productive learning and professional spaces.
Metric | Impact of ASW Support |
Student/Employee retention | Significantly increases. Individuals who feel supported are far less likely to drop out of courses or leave training programmes due to frustration. |
Performance outcomes | Improves grades, completion rates, and job competency scores by removing barriers to demonstrating knowledge. |
Well-being and mental health | Reduces anxiety and stress, as the individual is not forced to struggle in silence. This leads to a healthier learning environment. |
Compliance and Inclusion | Ensures the institution or company is meeting its obligations for equitable access and promoting a genuinely inclusive culture. |
Institutions and employers must act decisively by investing in Academic Support Worker (ASW) services to advance equity, maximise achievement, and nurture lifelong learning for all. Make the commitment now. Prioritise inclusive, specialised support and realise both immediate and lasting benefits for students and professionals alike.
The success of Academic Support Worker support goes beyond numbers. While retention rates and surveys are important, the most compelling evidence comes from the experiences of students and faculty. Regular assessments, using data and firsthand stories, form the basis for improvement. This provides a true measure of the effect ASWs have.
Read more from Alec James Booker
Alec James Booker, Educational Consultant & Motivational Speaker
Alec J. Booker is an award-winning leader in the educational support and psychological well-being sectors. His commitment to driving positive change was shaped by early experiences with discrimination related to his own learning differences. These formative challenges inspired his decision to establish AJB-Academic Support Services. The organisation is founded on the principles of providing holistic, inclusive, and empathetic service, tailored to meet the unique needs of each individual.
Source:
[1] (Pellegrino, 2023)
[2] (McCavit, 2016)
[3] (Duraku, 2023)
[4] (Malm, 2018)
References:
Boyle, R. 2017. The Role of Academic Support Workers in Further Education: An Analysis of Effectiveness and Independence. Journal of Inclusive Education, 21(3), pp. 187-201.
Goldberg, J. & Silver, L. 2019. Learning Differences in the Adult Workplace: Strategies for Success and Retention. Professional Development Press.
Jenkins, A. 2021. Bridging the Skills Gap: Assistive Technology and Academic Support for Adults Returning to Education. International Review of Education and Training, 34(1), pp. 45-62.
National Centre for Vocational Training. 2020. Supporting Learners with Specific Learning Difficulties: A Best Practice Guide. NCVT Publications.
Smith, P. 2018. Executive Function Coaching and its Impact on University Students with ADHD. Higher Education Studies, 8(4), pp. 1-10.
