And that shared emotional DNA is a commitment to lifelong learning. We very sincerely believe there’s one thread that connects all teachers. We have a theory at Advancement Courses HQ. So, what are we going to do about all this? But does the rest of the school building have a working knowledge of what is required with individual education programs? When this training happens in a ubiquitous manner, special education students and teachers benefit. If any faculty member has adequate IEP training, it’s them. This challenge does not necessarily speak to special educators themselves. These situations require ongoing support that teachers are often not receiving. Not even the most seasoned special educator is equipped to handle every classroom kerfuffle that happens during the course of the day. However, certain conditions lead to more intense and unpredictable behaviors. Special education students are by no means the only arbiters of disruption. And yet, teachers in working-class zip codes rarely get access to tools that can streamline their jobs to provide an education for every child, no matter what setbacks those children experience. Technology exists to accommodate students of varying abilities and limitations. For example, autism happens on a wide spectrum, and though this is common knowledge in academic circles, the resources available often treat it as a monolithic condition. However, current classroom management and learning solutions often offer only boilerplate methods that fail to coincide with individual needs. The needs of special education teachers and their students are ever-evolving. The long hours, the dearth of appreciation, the erratic nature of student behavior - all of that is common knowledge for those entering the profession.īut these four causes of special educator burnout might not be on everyone’s radar Not a single teacher we know was ever unaware of the inherent challenge of working with young people and families. We’ve never spoken with one educator who wasn’t privy to the lack of six-figure pay. Teachers accept a lot when they take the gig. So, what leads teachers to experience these feelings? Special Education Teacher Burnout: Examining the Causes This leads to misguided feelings regarding inadequacy and imposter syndrome, which often results in dwindling motivation and increasing detachment. The unpredictability of the special education classroom.General physical reactions to stress, such as fatigue, body aches, and the inability to fall and stay asleep.This might include auxiliary paperwork, sudden IEP meetings, or unforeseen behavioral issues in the classroom. The weight of tasks over which special educators have no control.While no teacher is immune to a chaotic or unproductive day, ongoing occurrences wear down confidence and morale. The agitation that occurs when you feel as if you’ve accomplished nothing at work.And if you’re a teacher experiencing these nagging feelings, we hope you know that there’s a way to mitigate, if not fully escape, the clutches of teacher burnout. If you’re a principal or administrator reading this, these are the warning signs that your special education teachers are overloaded. Specifically, we’d be wise to know the signs before the symptoms lead teachers to the breaking point. Pulling directly from the source, the following information comes from the special educators who we’ve interviewed or otherwise worked with on a professional development level.Īt the risk of sounding like a late-night pharmaceutical advertisement, we need to understand what special education teacher burnout feels like. The Symptoms of Special Education Teacher Burnout In this feature, we aim to identify the symptoms of special teacher burnout, discuss why the attrition happens in such a fast and sustained way, and point out the best way to course correct. It’s not enough to bring awareness to this issue - we need to do something about it. After all, the numbers paint a sobering portrait: 25% of special education teachers exit their postopens in new window each year, a vastly higher turnover rate than their colleagues working in traditional classrooms. More than that, we really need to talk about how to reverse what forces special education teachers to leave this undeniably crucial position. We need to talk about special education teacher burnout.
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