This article reflects on the specific challenges facing teaching assistants (TAs) when managing behaviour. It considers the variety of existing research into this area, and why the paucity of specific research is problematic. It discusses how difficulties in access to training, its availability, the levels of preparation for lessons, the lack of guidance on teacher and TA working relationships, all impact on the way TAs manage behaviour. The article also highlights some of the conflicts inherent within broader issues which impact, either positively or negatively, on TAs ability to manage behaviour, including TA role definition, deployment and the wider pedagogical aspects of their evolving role.