["British Journal of Learning Disabilities, Volume 54, Issue 1, Page 85-93, March 2026. ", "\nABSTRACT\n\nBackground\nThis study examines the perspectives of support workers in Wales supporting individuals with learning disabilities and complex needs.\n\n\nMethods\nConducted in a South‐West Wales health and social care service, we used six in‐person focus groups (n = 22) recruited via purposive sampling. Photo‐elicitation prompts were used to deepen reflection, and transcripts were analysed inductively using Braun and Clarke's thematic analysis.\n\n\nFindings\nThe analysis generated three overarching themes: Strengths, Support and Sources of Pride in the Role, Challenges and Barriers in Daily Practice and Calls for Training, Recognition and Fair Pay. While participants reported strong commitment and enjoyment, they highlighted the need for more managerial support, as they often relied on team members. Reports of anxiety, isolation, and inconsistent support indicate risks to staff well‐being and retention.\n\n\nConclusions\nThe study underscores the importance of structured induction and managerial presence in reducing burnout and sustaining workforce stability. Calls for pay reform and improved recognition reflect wider concerns about equity, responsibility, and retention in social care. These insights have significant implications for workforce strategy in Wales and contribute to international discussions on workforce sustainability in learning disability services, offering transferable insights into how rights‐based policy frameworks, ethical guidance, and supportive workplace cultures can strengthen recruitment, retention, and the quality of care.\n"]