Dynamic duos aren’t just for television characters. Schools and teachers increasingly rely on paraprofessionals — a catchall term for positions that can give focused attention to students in need.
The most visible work of a paraprofessional is as a special needs aide, who escorts individual students throughout the day as a “shadow,” or connects with students via small groups. However, the role can also include work as an academic intervention specialist, curriculum organizer, or administrative assistant. Especially in an era where Minnesota classrooms face overcrowding, paraprofessionals keep classrooms running smoothly.
Yet a recent survey conducted by Gallup and the Walton Family Foundation suggests that teachers are finding themselves without essential classroom allies.
A majority (65 percent) of teachers responding to the national survey said that they did not have enough teacher assistants, aides, or paraprofessionals.
Why? It’s a complex question.
Minnesota administrators have been faced with difficulty in even hiring teachers, despite open, fully funded positions. Hiring a paraprofessional can be an even more sere process. This year, the St. Paul Public Schools district held multiple paraprofessional hiring fairs to try to fill 155 paraprofessional positions — 15 percent of their paraprofessional workforce.
The credential process, pay rate, and on-the-job experience of paraprofessionals and teachers differ widely, making it more likely that a competent paraprofessional will choose to undergo further professional development and become a teacher.
The average Minnesota salary for an educational support professional (paraprofessional) in 2023 was $34,289. While this is a competitive paraprofessional salary compared to other states, it is still dramatically below the Minnesota living wage for families with children. In comparison, the average Minnesota teacher salary is $70,005, and career teachers can expect to see much higher salaries by the end of their tenure.
Administrators justify the dramatic pay difference by the lower barriers to entry. Paraprofessionals are unlicensed, and in almost all cases are only required to have an associate’s degree. But, choosing the lifestyle of a paraprofessional might not be the most savvy economic move. In 2022, the Minnesota Department of Employment studied a cohort that had received their associate’s degree seven years earlier, and found that their median salary was $55,619.
With such a comparatively low salary, most paraprofessionals who choose the career cite a love of service and a deep desire to help students. Additionally, most paraprofessionals are exempt from the kind of rote grading and lesson planning that can bog down teachers’ evenings and weekends. But even service can have limits. Since many paraprofessionals work closely with special education students who may not have full control over themselves, they are the first in line to receive bites, scratches, punches, and insults. Violent students whose outbursts can be connected to their disability are legally protected from suspension and expulsion, and schools who attempt to remove students regardless are vulnerable to lawsuits. These incidents can directly impact a paraprofessional’s quality of life and desire to remain in the position.
Yet the need for special education paraprofessionals keeps increasing. In 2009, 123,777 students received special education services. In 2025, 157,342 students received special education service, representing almost 19 percent of the overall Minnesota student population. As Individualized Education Programs (IEPs) increasingly mandate one-on-one shadows and personalized care for special education students, the need for a high volume of paraprofessionals balloons. Nationally, the number of paralegals has multiplied exponentially over recent decades.
School administrators face a complex situation. A paraprofessional serves as an essential extra pair of hands in the classroom, and can mean the difference between a quiet day or a disruptive outburst from a special needs student. Their consistency and kindness can strongly impact students who may desperately need a mentor figure. There’s a strong need for their presence. But the hard work and low pay that administrators can offer in return may not be enough to lure quality paraprofessionals into the position. Until either school culture or school budgets change, teachers might remain one half of an incomplete dynamic duo for some time.