A shortage of special education teachers persists across 45 of 50 states, even as the number of students requiring special education services continues to grow, now exceeding 8.2 million or roughly one in six public school students. The Learning Policy Institute identified this as a longstanding challenge that has worsened since the COVID-19 pandemic, though the problem extends back decades to when special education became mandated under federal law.
Research from Boston University professor Liz Bettini, herself a former special educator, challenges a widespread assumption that teachers avoid the field because students are difficult to work with. Instead, her findings indicate that educators cite isolation from general school staff, overwhelming administrative demands, and the sheer volume of diverse student needs as primary sources of dissatisfaction. Special educators typically spend only about one-third of their time on actual instruction, dedicating the remainder to tracking student progress, coordinating specialized services, and preparing individualized education programs—legally required documents for each student.
NPR spoke with roughly a dozen special educators working in public schools nationwide who described both the rewards and challenges of their positions. While building relationships with students emerged as the most fulfilling aspect of the work, educators consistently noted the emotional and mental toll of managing crises while attempting to maintain instruction. Fourth-year middle school teacher Kaori Anderson-Walker described experiencing constant mental activity related to student performance, while first-year elementary teacher Grace Fitzgerald discussed the trauma of evacuating her classroom due to a student’s emotional crisis.
Compensation presents another significant barrier to recruitment and retention. A recent study found that in 32 states, teachers receive no additional pay for specialized roles in special education, despite requiring certification and training beyond what general educators need. The combination of demanding work, complex student populations with autism, learning disabilities, developmental delays, and physical disabilities, alongside limited financial incentives, contributes to burnout rates that exceed those of other teaching positions.
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