Making Workloads Manageable to Reduce Burnout for Special Education Teachers of Students With Significant Behavioral Needs

Abstract

Special educators serving students with significant behavioral needs consistently report having unmanageable workloads, which are linked with stress, burnout, lower quality instruction, and worse student outcomes. The purpose of this article is to share a range of feasible, research-based supports and alterations to responsibilities to make special educators’ workloads manageable. We provide examples and recommendations both for administrators to proactively ensure supports are available and for special educators to effectively share their needs and advocate for them.