Short answer: yes — and they may benefit more than anyone. TAs carry some of the most repetitive resource-preparation work in a school: adapting materials, simplifying texts, preparing intervention activities, often for several different pupils' needs in a single day. That's exactly the workload AI compresses well.
Where it helps most
Text simplification for lower reading ages, breaking multi-step tasks into sequenced steps, generating structured intervention activity banks, and drafting visual support text. Each turns a from-scratch job into an edit job. Our TA hub covers all of these, including simplifying text and intervention planning.
The same rules apply
TAs work closer to individual pupil needs than almost anyone, so the golden rule matters even more: no pupil names, EHCP details or SEND assessments into any public AI tool, and specialist decisions — which child needs which intervention — stay with the professionals who know the child. Include TAs in your school's AI training rather than treating it as a teachers-only topic; schools that skip them leave half the benefit on the table.