West Dunbartonshire school learning assistants vote for strike action in job grade dispute, says UNISON

School learning assistants who support pupils with profound needs in West Dunbartonshire have voted overwhelmingly to strike in a dispute over job grading, says UNISON today (Monday).

The staff provide personal care to children with disabilities, behavioural challenges and complex medical needs, but their expertise is not reflected in their pay, the union says.
UNISON says the mostly women workforce feels undervalued.

The strike ballot closed at the end of last week with almost everyone taking part voting for strike action (almost 98%).

The union say walkouts are likely in the next few weeks.

UNISON regional organiser Gillian Bannatyne said: “Going on strike is the last thing these staff want to do

“But their voices have been ignored for well over a year and they’ve had enough. They’re determined to persuade the employer to listen and take their roles seriously.

“The union is doing all it can to find a fair solution and will continue talking to the council.”

UNISON West Dunbartonshire branch chair Aly McCulloch said: “Learning assistants in West Dunbartonshire take on responsibilities far beyond their job descriptions.

“They de-escalate violent incidents, provide intimate personal care and support children with profound needs. Yet they’re only paid for basic classroom support.

“Staff don’t want to disrupt pupils, but they’ve had enough of being undervalued.”

Notes to editors:
– UNISON is the largest union in Scotland. Members work in education, councils, NHS, social care, police services, energy and water.

– The union’s ballot asked whether staff were prepared to take strike action, with 97.5% saying yes. Strike dates will be announced in the coming days.

– Learning assistants support vulnerable pupils, including children with additional support needs, physical disabilities, communication barriers, behavioural challenges and complex medical conditions. Their daily duties include personal care, crisis intervention, safeguarding, educational support and emotional regulation. Staff say their skills and responsibilities are not reflected in current job evaluations.