A Summary of Practical Solutions to the Special Education Teacher Attrition Problem

The shortage of special education teachers is a complicated problem that has existed almost since the inception of the Individuals with Disabilities Education Act (formerly the Education for All Handicapped Children Act) in 1975. Attrition of special education teachers is among the many factors that contribute to this serious problem (Bettini, 2023).

Working conditions are a significant reason special education teachers attribute to leaving the field (Bettini, Gilmour, Kolbe, & Theobald, 2023). The imbalance between a special education teacher’s responsibilities and available resources leads to lower-quality instruction, stress, burnout, and ultimately, attrition (Bettini, 2023).

Over time, many short-term and long-term solutions have been proposed to mitigate this problem.

One commonly proposed solution is to offer financial incentives such as bonuses to attract and retain special education teachers. Growing research on this solution indicates it comes with both benefits and limitations to consider. As an example, Hawai’i Public Schools began offering a $10,000 raise for special education teachers in the fall of 2020. This policy led to a 35% decrease in vacant or unlicensed special education teaching positions. However, this reduction in special education positions was primarily due to licensed teachers moving from general education into special education positions once the policy was introduced. In other words, financial incentives predominantly motivated licensed teachers to move from other subjects into special education.

Although data from Hawai’i shows open special education positions were filled by licensed teachers, it does not show that financial incentives helped retain special education teachers.

As shown with financial incentives in Hawai’i, solutions can create positive impacts but also come with their own set of limitations, so it’s important for states and districts to consider multi-prong approaches. To provide an idea of what solutions are working and how district leaders might combine solutions to maximize the number of special education teachers they attract and retain, Elizabeth Bettini, Associate Professor in Special Education at Boston University Wheelock College of Education & Human Development, recently presented a Spotlight Series session hosted by Goalbook. In her session, Bettini discussed both short-term and long-term solutions to the special education teacher shortage and addressed how to improve working conditions.

First, Bettini examined higher-level, short-term solutions districts can take to alleviate the special education teacher shortage. Two solutions are:

1. Increasing the Number of Special Education Teachers: To boost the number of new special educators coming into a district, Bettini suggested hiring early and attracting qualified applicants from positions in surplus areas. Research indicates that there are more licensed special educators teaching already, it’s just that they are teaching other subjects and areas (Hawkins, 2023).

2. Financial Incentives: One way to attract qualified special education teachers is to offer an increased salary. Using the research and data from Hawai’i as an example, Bettini examined financial incentives. Once special education teachers were offered a $10,000 increase in salary, many moved from teaching in general education to special education.

However, increasing the number of special education teachers by offering financial incentives is a short-term fix. It fills the open positions, but it does not stem attrition. Bettini stressed that if you only implement the two solutions above, you will not be addressing one of the core problems contributing to the attrition, which is the working conditions of special education teachers.

To address working conditions, Bettini offered three long-term, practical solutions based on research done in districts with strong retention of special education teachers. They are:

1. Elicit Working Condition Feedback: The responsibilities for special educators are great; however, there is often a lack of resources available to help them achieve their responsibilities. Bettini suggested districts provide a survey to better understand teachers’ perception of their working conditions and the systemic challenges they’re facing. Districts should administer the working conditions survey annually, mid-year (November or early December), then analyze the data and use it to make changes in the spring. Bettini provided a survey template here.

2. Orient Schools Toward ALL Learners: Many schools are oriented toward “typical” learners. This is seen through the curriculum, the school schedule, and evaluation policies. Instead, Bettini suggested schools strive for a mindset shift to be oriented toward ALL learners and see challenges as structural problems, not teacher or student problems.

3. Treat Teachers as Professional Workers: All too common is the sacrificial teacher narrative that it is okay that teachers have to do all this work because that’s what good teachers do, and teachers are heroes, so we don’t have to fix the system. This sacrificial teacher narrative presents a false dichotomy: Do we meet the needs of teachers or do we meet the needs of students? However, if we don’t meet teachers’ needs, the needs of students are not going to be met. Bettini suggested teachers be treated as professionals by listening to their needs, providing adequate resources, and valuing their work.

To learn more about these solutions, watch Bettini’s full presentation, which includes additional details and suggestions:

References:

Bettini, E., Gilmour, A., Kolbe, T., & Theobald, R. (2023, September 26). Promises and limitations of financial incentives to address special education staffing challenges. Brookings. https://www.brookings.edu/articles/promises-and-limitations-of-financial-incentives-to-address-special-education-staffing-challenges/

Bettini, E. (2023, October 4). Sustaining and Retaining Special Educators: Systemic and Turnkey Strategies for District Leaders. [Webinar]. Goalbook. https://vimeo.com/871240060/077b9965bf?share=copy

Hawkins, B. (2023, November 15). Exclusive Data: More Than 1,500 Minnesota Special Ed Teachers Are Working in Regular Ed Classrooms. The 74. https://www.the74million.org/article/exclusive-data-more-than-1500-minnesota-special-ed-teachers-are-working-in-regular-ed-classrooms/