INTRODUCTION: The role of the Pupil Support Assistant (PSAs) has been defined in Scotland from the mid-20th century to the present day. Its original function was to perform basic tasks of assistance and help in aspects such as changing clothes, cleaning and tidying up the classroom to become, in the 21st century, an essential part of educational inclusion. Scottish classrooms present a great diversity not only related to the attention to diversity that has grown since 2010 where 215,897 students with Special Educational Needs (SEN) were registered, representing 30.9%, but it has also been represented by students with English as Additional Language (EAL), from 33,929 in 2010 to 57,859 in 2019. METHOD: An analysis of the existing literature on the subject, based on different qualitative and quantitative studies that describe the experience and intervention of the PSAs in schools in Scotland. RESULTS: This role has evolved over time, gaining greater presence and responsibility in the educational center through the presence and performance in activities related to educational inclusion, becoming a fundamental pillar in the social and cultural support for students. DISCUSSION: It is a priority that the professionals who are present in the processes of educational inclusion obtain better working conditions, in order to be able to provide the right support to the pupils in the 21st century.

Communication, inclusion, diversity, professional competence, PSAs.

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