Status, the perception of one's standing in relation to others in a group, negatively influence learning. Status issue have implications for educating students with special learning needs: Both these students and the learning support or special education teachers who serve them often hold low status in a school community. Like adults, children often choose from whom they will learn on the basis of who has status--and programs with low status are often given low priorities in terms of resources. Further, as the roles of learning support and classroom teachers shift from the "pullout" model for serving special needs students to the model of co-teaching, it's important that low status for learning support efforts doesn't thwart effective co-teaching. The authors, who have experience with learning support programs in international schools, discuss three promising ways schools can lift the status of learning support teachers and programs: (1) top school leaders should clearly supporting these programs. (2) schools should make sure co-teaching pairs openly discuss how they'll share responsibilities and assign duties to each teacher that are equivalent in value, and (3) special education teachers should broaden their identity beyond being advocates for children with special needs to being teachers with expertise who can build their colleagues' learning.