This literature-based article examines a range of factors directly influencing and shaping perceptions of the role of the teaching assistant within UK classrooms. Drawing directly on research gathered and analysed through three systematic literature reviews into "pupils" support and academic engagement' and other contemporary literature, the article explores the roles, relationships, expectations and training needs of those engaged in classroom support. Consideration is given to how sometimes complimentary and sometimes differing views of school managers, teachers, teaching assistants, parents and children impact on matters of role definition curriculum contribution and home/school liaison. The development of the teaching assistant role is examined through the lens of workforce reform. A framework is provided to increase understanding of the range and nature of the factors that serve to influence how classroom support is conceived and understood, and the impact this has on matters of identity construction. The research examined offers an insight into the evolutionary nature of the role of the teaching assistant. (Contains 1 figure.)