Abstract

This study analysed the strategies developed by support professionals working in Chilean schools with inclusive education programs during the COVID-19 lockdown to sustain educational support for students with special educational needs. Based on 52 semi-structured interviews, a qualitative thematic analysis revealed how professionals reshaped their roles and professional identity in a context marked by a lack of institutional guidelines and high levels of uncertainty. The findings showed a shift towards more collaborative interprofessional practices, creative use of telepractice and strengthened relationships with families. Tensions were also identified, including professional burnout, limited digital literacy and the need to redefine the roles prescribed in educational policies. The study highlights that the articulation between clinical and educational dimensions through practices situated in everyday life was key to sustaining support during the health emergency. These results invite educational stakeholders to rethink the role of support professionals in schools with inclusive education programs, and to recognise their potential to foster meaningful learning and sustained connections between school and families.