Can Attrition Be Avoided?

Many teachers report one of the reasons they leave is tied to a lack of support from administrators and peers.

Across the nation schools are preparing to open their doors for another academic school year. Unfortunately, many will open their doors with teacher vacancies and under-qualified instructors. In some instances, students with special needs will be placed in inclusion or self-contained classrooms with instructors who are not prepared to support them. In 2008, the U.S. Department of Education estimated that 45,514 special education teachers did not meet mandatory standards. That was over a decade ago; the number has steadily increased. In addition, students with disabilities will be instructed by general education teachers and long-term substitutes lacking the skills necessary to successfully teach students with disabilities. Unfortunately, within the first year, many of the existing special educators will leave.

I have worked in special education for two decades. I started as an Instructional Aide, which is when I absolutely fell in love with my students and realized the value of special education services. Subsequently, I became a Special Education Program Administrator. I have seen and experienced the good, the bad, and the ugly. Over the years I have learned that special education is challenging; however, it can be very rewarding. On the other hand, I have seen many a teacher work diligently to support her students only to be overwhelmed by paperwork, a lack of resources, and feelings of separation from the rest of the school.

As a result, many special education teachers leave, not just a particular school, but education altogether. The attrition rate for special education teachers is high, and has steadily increased over the past twenty years. Special Educators enter the field with excitement and a passion to change the lives of students with disabilities; but a first-year teacher may not have all the answers. They need continued support and training – just like general education teachers. Too often, first year special education teachers struggle to meet deadlines, write IEPs, and provide behavior support without guidance. Providing that guidance and on-going professional development as soon as they enter the field is crucial. It is during the first years in the classroom that special educators are at a high risk of leaving; some estimations indicate that up to 50% leave in the first years.

Many teachers report one of the reasons they leave is tied to a lack of support from administrators and peers. According to the Learning Policy Institute Research Brief (2017), approximately 24% of teachers nation-wide feel unsupported by their Administration. Another reason for attrition is inconsistent support tackling student behavior. Knowing the stress related to these issues first-hand, I often wondered how to address them. What I have realized is that in order for special education to become an intentional and viable function of a school, all stakeholders must be educated to some degree in various areas of special education. Ideally, this would promote greater involvement and facilitation of special education programs.

Why do you think attrition rates among special education teachers are high? What are some ways your administrator could have better supported you during your first years? Comment below.