Hats Off to Our ESPs

October 10, 2025

Often uncelebrated, ESPs have always been an indispensable factor in public education.

Our schools can’t function without them, something Virginia got a little taste of during the years of our state’s “support cap,” which limited their numbers until VEA members’ lobbying efforts eliminated it. We learned how essential the more than 2 million education support professionals (ESPs) that work in our country’s public schools are, where they do everything from driving students safely to and from school to keeping buildings clean and safe.

They do more than that, too, as they address the needs of the whole student. ESPs work in a wide range of areas, shown in the “9 Families” graphic below. And they’re family to many of our students, too. Here are some facts about our ESPs from NEA research:

They’re generous. More than 60 percent have spent their own money to help students get classroom resources, go on field trips, or work on class projects. On average, they contribute $282 a year.
They’re part of the community. Two-thirds of ESPs live in the school district where they work, and many of them volunteer in some capacity in those neighborhoods.
They play a vital role in keeping our young people safe. Three-quarters of K-12 support professionals have responsibilities for ensuring student and staff safety.
They’re experienced and committed. Nationwide, ESPs have been on the job in their area of work for 13 years; 65 percent plan to stay until retirement.
They understand the importance of education. More than half of ESPs (57 percent) have at least an associate’s degree.
Their workforce closely reflects the gender breakdown of the teaching force. Eighty-one percent of ESPs are female, compared with 77 percent for teachers.
Like teachers, they’re on the front line in our efforts to fight poverty’s effects on children. A majority of ESPs (55 percent) work in Title I schools. ESPs are also there for children with special needs, as 62 percent are involved in their learning and care.

In addition, 49 percent of ESPs work as paraeducators; 43 percent serve in preschool, kindergarten, or in the elementary grades; 84 percent are on full-time schedules; and 65 percent are paid an hourly wage.

Professional Growth

NEA believes that professional development is every bit as important for ESPs as it is for teachers, and delivers it through the union’s ESP Quality department. If you’re an ESP, here are a few ways you can improve your skills and build your effectiveness at serving your students and school community:

Webinars. NEA’s ESP Learning Network offers regular webinars on a range of topics in both English and Spanish. You can also access previous presentations.
Professional Growth Continuum. This is a framework of resources to help at every stage of your career, and is based on eight universal standards: communication, cultural competency, organization, reporting, ethics, health and safety, technology, and professionalism.
Publications. Brochures, ebooks, and manuals are available on ESP topics, from bullying prevention to beating privatization.
Peer mentoring. For ESPs, mentoring can be as essential as it is for teachers in helping you deal successfully with the growing complexity and increasing demands of education.

To learn more about these and other NEA learning opportunities, visit www.nea.org/professional-excellence/professional-learning/esps.

Franklin County’s Lovelace Honored for ESP Work

Stephanie Lovelace, a member of the Franklin County Education Association and a paraeducator for nearly 30 years, is VEA’s Education Association’s 2025 Education Support Professional (ESP) of the Year.

About her long career in the classroom, primarily focused on special education, Lovelace says, “I wouldn’t change a thing. I have a special place in my heart for special need students.” Along the way, she’s sought out additional training and now holds numerous certifications in autism spectrum disorder, ranging from how to best help teach students with different types of autism to assisting such students in handling their feelings and controlling their emotions.

“Stephanie approaches every task with a positive attitude, demonstrating not only excellent organizational skills but also a compassionate and supportive presence for her students, says Vicki Craighead, assistant principal at Lovelace’s school, Lee M. Waid Elementary. “Her ability to engage with students in meaningful ways and provide support in the classroom environment is unmatched.”

Did You Know?

According to a poll conducted by Virginia Commonwealth University, 66% of Virginians say public schools do not have enough funding to meet their needs.

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