7 Skills Needed to be an SNA – and How to Develop Them

If you are considering SNA training, you may be wondering about the skills needed to be an SNA and whether you already have them.

The good news is that many important SNA skills can be developed through training, work experience and everyday practice.

Here are seven of the most important.

1. Communication

Strong communication is one of the most important skills an SNA can develop.

During the school day, an SNA may need to communicate with:

• pupils;
• teachers;
• other SNAs;
• school leadership;
• and other professionals involved in supporting a student.

Communication with pupils also needs to be flexible.

One child may communicate verbally and confidently, while another may require additional processing time, visual supports, gestures or another established communication method. Communication can also involve methods such as visual communication systems (sign lanaguage), symbols, communication books or Augmentative and Alternative Communication devices (AAC), depending on the individual child.

The important skill is not simply being able to talk to someone. It is being able to adapt your communication to the person and situation.

What good communication can look like

An effective SNA may need to:

• give clear and simple information;
• listen carefully;
• allow sufficient time for a response;
• recognise non-verbal communication;
• use agreed communication supports;
• share relevant observations professionally;
• and know when information should be passed to the teacher or another appropriate member of staff.

Communication also includes knowing what not to say.

Information about pupils and families must be treated appropriately and confidentially. Professional communication means understanding the difference between information that needs to be shared within the school team and information that should remain private.

How can you develop your communication skills?

Begin by becoming more aware of how you communicate.

Practise:

• listening without interrupting;
• giving clear instructions;
• checking that you have understood correctly;
• adjusting your language for different audiences;
• allowing pauses rather than immediately filling silence;
• and communicating factual observations rather than assumptions.

Formal SNA training can also help learners understand communication within educational and care settings. Communication and confidentiality are included within City College Dublin’s current QQI Level 5 Special Needs Assisting programme.

2. Patience

Patience is often mentioned as one of the qualities of a good SNA, but in practice it means more than simply remaining calm. An SNA may encounter challenging situations, frustration, distress, unexpected behaviours and demanding circumstances. Being able to remain professional, patient and regulate your own response is valuable.

Sometimes supporting a pupil effectively means not rushing them.

A student may need additional time to:

• process an instruction;
• communicate what they need;
• complete part of a routine;
• move between activities;
• organise their belongings;
• or attempt something independently.

Stepping in immediately may make the activity quicker, but it can also remove an opportunity for the student to develop a skill.

Patience and independence go together

Imagine a student is learning to organise their belongings at the end of the school day.

It might be quicker for an adult to pack everything for them.

However, where appropriate, the SNA may instead give the student time, use an agreed prompt or support one part of the task while allowing the student to complete the rest.

This is where patience becomes a professional skill.

The NCSE specifically describes developing pupils’ independent living skills as part of SNA support.

How can you develop patience?

Practise noticing the difference between:

“This person cannot do this”

and

“This person may need more time or the right level of support to do this.”

You can also develop patience by:

• allowing processing time;
• breaking tasks into smaller stages;
• avoiding unnecessary rushing;
• recognising small progress;
• and becoming aware of situations that make you personally feel impatient.

Patience does not mean allowing unsafe situations to continue or ignoring established routines. It means giving appropriate support without taking over unnecessarily.

3. Teamwork

An SNA is part of a wider school team.

The role is not carried out independently from teachers or school leadership. The NCSE describes SNAs as additional school supports, and the role exists within the wider framework of supporting pupils’ care, attendance and participation.

Strong teamwork means being able to:

• follow agreed approaches;
• communicate relevant information;
• take direction;
• ask questions where clarification is needed;
• work cooperatively with other staff;
• adapt when responsibilities change;
• and maintain professional relationships.

Why teamwork matters

Consistency can be particularly important for pupils who need additional support.

If several adults are working with a student, completely different approaches from each person can make routines more difficult.

Working as a team helps ensure that the support provided during the school day is coordinated.

An SNA may also notice something useful during a routine or activity. Being able to communicate that observation clearly to the appropriate member of staff is part of working effectively within the team.

How can you develop teamwork skills?

You may already have developed these skills in previous jobs, volunteering, sport or education.

Think about how you respond when:

• someone gives you feedback;
• you disagree with a colleague;
• priorities suddenly change;
• someone else needs help;
• or your preferred way of doing something is different from the agreed approach.

Good teamwork often requires flexibility and professional communication rather than everyone having exactly the same opinion.

City College Dublin’s QQI Level 5 SNA syllabus currently includes working as part of a multidisciplinary team, alongside communication, confidentiality and professional accountability.

4. Observation

Observation is an SNA skill that can sometimes be overlooked.

An SNA may spend significant periods of the school day supporting pupils through routines, transitions and care activities. This can place them in a useful position to notice changes.

For example, you might notice that a pupil:

• is finding a particular transition more difficult than usual;
• requires more assistance with a familiar routine;
• appears uncomfortable;
• responds particularly well to an established strategy;
• or is becoming more independent with a task.

The important distinction is between observation and interpretation.

Observe what happened, rather than diagnosing why

Consider these two statements:

“He was anxious today.”

and:

“During the transition to PE, he covered his ears, stopped at the classroom door and required additional prompting before leaving.”

The second is an observation.

It describes what happened without attempting to diagnose the reason.

Accurate observation makes it easier to communicate useful information to the appropriate members of the school team.

How can you improve your observation skills?

Practise separating:

• what you actually saw or heard;
• what you think it means;
• and what action, if any, is yours to take.

Pay attention to:

• changes from normal routines;
• patterns;
• the level of support required;
• communication;
• responses to established strategies;
• and progress towards greater independence.

Good observation should always be combined with confidentiality and an understanding of professional boundaries.

5. Flexibility and Problem-Solving

Schools are busy places.

Even when the day has been carefully planned, things change.

There may be:

• a timetable change;
• a substitute teacher;
• a school event;
• an unexpected transition;
• a change of classroom;
• an absent staff member;
• or a pupil who requires different support from what was anticipated.

An SNA therefore needs to be flexible without becoming inconsistent.

Flexibility does not mean making up your own approach

Being adaptable does not mean independently changing a pupil’s support arrangements every time a difficulty occurs.

It means being able to respond calmly while continuing to work within:

• agreed pupil supports;
• school procedures;
• professional boundaries;
• and the direction of appropriate school staff.

For example, if an unexpected assembly replaces a normal classroom activity, an SNA may need to help a pupil manage the change using the strategies already established for transitions.

The situation has changed, but the principles guiding the support have not.

How can you become more flexible?

You can develop flexibility by practising how you respond when plans change.

Ask yourself:

• What is most important right now?
• What part of the normal routine can still be maintained?
• What support has already been agreed?
• Who do I need to communicate with?
• Is this something I should handle, or do I need guidance?

The ability to remain calm and think clearly can be more valuable than immediately having a solution.

6. Professionalism

Professionalism affects almost every aspect of an SNA’s working day.

Being warm, approachable and supportive is important, but the role also comes with clear responsibilities and boundaries.

Professional practice includes:

• reliability;
• punctuality;
• confidentiality;
• appropriate communication;
• following school procedures;
• respecting pupils’ dignity;
• understanding the limits of your role;
• accepting direction and feedback;
• and recognising when something needs to be referred to another member of staff.

Professional boundaries matter

Working closely with pupils and families can create strong relationships, but an SNA remains a professional member of the school team. SNAs should support children in a way that protects the child’s privacy, dignity, choice and independence.

For example, an SNA should not independently provide parents with assessments of their child’s educational progress where that falls outside the role or school’s communication procedures.

Likewise, information learned through work should not become casual conversation outside the school.

Professional boundaries protect:

• pupils;
• families;
• staff;
• and the SNA themselves.

Safeguarding and child protection

An SNA should

• recognise potential safeguarding concerns;
• know the school’s reporting procedures;
• understand that an SNA should not investigate concerns themselves;
• know when and to whom concerns should be reported (Designated Liaison Person – DLP);
• maintain appropriate professional boundaries;
• understand the importance of recording/reporting factual information.

How can you develop professionalism?

Professionalism develops through both training and experience.

Useful habits include:

• arriving prepared;
• keeping commitments;
• asking when you are uncertain;
• accepting constructive feedback;
• considering confidentiality before speaking;
• reflecting on your own practice;
• SNAs should only carry out care tasks they are trained, authorised and directed to perform within their role and school procedures;
• and becoming familiar with all the policies and procedures that apply in your setting.

City College Dublin’s current Level 5 SNA syllabus specifically includes confidentiality, professionalism and accountability, legislation, and health and safety.

7. Supporting Independence

Perhaps one of the most important skills needed to be an SNA is knowing how to provide support without creating unnecessary dependence.

The purpose of having an SNA is not simply to make every task easier or faster for the pupil.

The NCSE states that SNAs support pupils with significant care needs to attend and participate in school and help students develop their independent living skills.

This means that sometimes the most effective support involves stepping back.

An SNA needs to understand that there is no single approach to supporting a child with additional needs. Support should be tailored to the child’s needs, strengths, communication requirements and agreed strategies within their care plan.

What does promoting independence look like?

Depending on the individual pupil and their agreed supports, this could involve:

• giving additional time before helping;
• using a prompt instead of completing the task;
• encouraging the pupil to make a choice;
• supporting them to manage part of a care routine themselves;
• making equipment accessible;
• reducing support as a skill develops;
• or recognising when direct assistance is no longer needed.

Progress may be gradual.

Something as simple as a pupil independently preparing their belongings, completing one additional step in a routine or navigating a familiar transition with less support can be meaningful.

How can you develop this skill?

Get into the habit of asking:

“What can this person do for themselves, and what support do they actually need from me?”

Rather than:

“What can I do for them?”

That small change in perspective can make a significant difference.

Training and placement experience can also help learners understand the balance between providing necessary care and encouraging independence.

Do You Need to Have All These SNA Skills Before Starting a Course?

No.

You may already have strengths in some areas and less experience in others.

Someone coming from:

• childcare;
• healthcare;
• hospitality;
• customer service;
• coaching;
• community work;
• caring;
• or another people-focused role

may already have transferable skills in communication, teamwork, patience or problem-solving.

An SNA course gives you the opportunity to understand how those skills apply specifically within special needs assisting.

For example, being a good communicator in a previous job is useful, but SNA training can help you develop a greater understanding of:

• confidentiality;
• professional boundaries;
• multidisciplinary working;
• additional care needs;
• relevant legislation;
• and the specific responsibilities of an SNA.

City College Dublin’s current Level 5 programme covers areas including the role of the SNA, medical conditions, communication, confidentiality, multidisciplinary teamwork, professionalism, legislation and health and safety.

Its combined Level 5 and Level 6 pathways allow learners to progress from introductory SNA training to more advanced Special Needs Assisting study.

Can SNA Skills Be Learned Through Work Placement?

Work experience can be an important opportunity to put theory into practice.

It allows learners to see how skills such as communication, teamwork, flexibility and professional boundaries operate in a real environment.

During placement, pay attention not only to what experienced staff do, but also to how they do it.

Notice:

• how they speak to pupils;
• when they offer help;
• when they wait;
• how they work with colleagues;
• how they respond when routines change;
• and how they encourage independence.

Ask for constructive feedback where appropriate.

You might ask:

• Is there anything I could communicate more clearly?
• Am I giving enough time before offering help?
• How could I handle this transition more effectively?
• Is there anything I should do differently next time?

Work placement should be viewed as an opportunity to develop professional judgement , reflective practice and self-awareness, rather than simply something that needs to be completed for a course. Think about what worked, what didn’t, what you observed, what you would do differently next time and do not be reluctant to ask someone for guidance.

Which SNA Skill Is Most Important?

There is no single skill that makes someone an effective SNA.

Communication without patience can result in rushing a pupil.

Patience without professional boundaries can lead to inappropriate support.

Independence cannot be promoted effectively without observation and an understanding of the individual’s needs.

And none of these skills operate particularly well without teamwork.

The strongest SNAs combine these qualities and continue developing them throughout their work.

They also understand that different pupils require different forms and levels of support.

Do You Have the Skills Needed to Be an SNA?

You do not need to arrive on your first day with years of experience.

What matters is being willing to learn, reflect on your practice and understand the responsibilities that come with supporting pupils who have additional care needs.

The skills needed to be an SNA include:

1. Communication
2. Patience
3. Teamwork
4. Observation
5. Flexibility and problem-solving
6. Professionalism
7. Supporting independence

Some of these may already be strengths. Others can develop through training, work placement, feedback and practical experience.

If you are considering becoming an SNA, think about the experience you already have and how these seven skills appear in your current work or everyday life.

You may have more transferable experience than you realise.

Develop Your SNA Skills with City College Dublin

City College Dublin offers a range of Special Needs Assistant courses for learners who are beginning their SNA training and those who want to progress their existing knowledge.

Current options include QQI Level 5 Special Needs Assisting, QQI Level 6 Special Needs Assisting and combined Level 5 and Level 6 programmes.

The courses cover practical and professional areas relevant to SNA work, including communication, confidentiality, teamwork, professionalism and the role of the Special Needs Assistant.

Explore the SNA Courses at City College Dublin to compare the available course levels, learning formats and study options.