In the context of official interest in ‘personalised learning ’ and of growing academic interest in relationships between emotion and learning, this paper investigates the experience of individual learners who have been allocated learning support in organisations within the post-compulsory education sector in England. This support is additional to that provided by the teacher or trainer, in formal educational settings and in work-based contexts. Learning support workers have a range of different titles and hugely varied terms, pay and conditions of work (Robson et al, 2006). Generally, their role centres on the provision of individual support, guidance and tuition for a diverse group of learners, on part-time or full-time courses, with academic or vocational interests, whose ages may range from 14 to over 50. Following Reay (2005) and Lucey (2004) connections are assumed between individual psycho-emotional worlds and social, political and institutional life. Thus, the context for learning will be understood in both its social and psychic dimensions. The particular focus in this paper is on the interviewees ’ constructions of thei
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