A 47-year-old learning support assistant at a secondary school has expressed significant distress over being assigned to teach mathematics, despite having limited confidence and skills in the subject. The staff member, whose role was expected to include supporting three daily math lessons, revealed that even basic arithmetic causes considerable anxiety, leading to sleepless nights and emotional distress.

The assistant, who barely passed their GCSE mathematics, reported that they struggle to understand the lesson plans provided, despite seeking additional guidance through online resources. Efforts to communicate these concerns to the headteacher reportedly resulted in reassurances to "not worry," a response that the assistant felt did not acknowledge the severity of their maths anxiety.

Math anxiety, a recognized psychological condition affecting individuals’ ability to perform or teach mathematics, may sometimes stem from undiagnosed dyscalculia, a learning difficulty related to number processing. Experts suggest that ongoing distress of this kind can impact both the educator and the students’ learning experience.

In response to such situations, education professionals recommend openly communicating concerns with school leadership and subject teachers. Clarifying one’s limitations may lead to adjustments in responsibilities or additional support. Educational guidance also points to dedicated resources aimed at managing anxiety and understanding neurodiverse conditions like dyscalculia.

The assistant expressed reluctance to raise further issues, citing fears of job security, but emphasized the need for a sustainable working arrangement. With the increasing demands placed on support staff in educational settings, this case highlights the importance of aligning roles with individual capabilities, as well as providing adequate support where challenges arise.