The invisible leaders

Abstract

Special education teachers often act as hidden leaders in schools, juggling multiple roles such as instructing students with disabilities, managing support staff, leading teams, and guiding families through the special education system. Despite the importance of their work, it’s rarely recognized as leadership, which can lead to professional isolation and burnout. David D. Yang and Lindsay Foreman-Murray use a Collaboration Architect framework to reframe their role. They suggest that school leaders acknowledge and support these invisible leaders to improve inclusive practices and teacher retention.