Teacher burnout and wellbeing are crucial to address as chronic teacher shortages persist, especially for special education teachers (SETs). Extending Brunsting et al.’s prior review on special educator burnout published in 2014, we synthesize 29 studies from 2013 to 2023 assessing factors associated with SETs’ work wellbeing or burnout. Most studies were quantitative, used cross-sectional analyses of convenience samples of SETs, and explored a range of factors, including working conditions (i.e., structure of work responsibilities and supports to meet those responsibilities) or affective responses to stress. Some recent studies provided initial responses to prior calls for longitudinal analyses, mixed methods studies, and intervention development. Our synthesis identifies strengths of the literature base and areas for future research, as well as implications for teacher educators, practitioners, and policy makers.
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