Burnout and Occupational Wellbeing of Special Education Teachers: Recent Research Synthesized
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| Title: | Burnout and Occupational Wellbeing of Special Education Teachers: Recent Research Synthesized |
|---|---|
| Language: | English |
| Authors: | Nelson C. Brunsting (ORCID |
| Source: | Review of Educational Research. 2026 96(3):1049-1095. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 47 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Teacher Burnout, Well Being, Special Education Teachers, Teaching Conditions, Teacher Responsibility, Affective Behavior, Stress Management, Coping, Teacher Characteristics, Racial Differences, Self Efficacy, Administrator Role, Collegiality, Intervention |
| DOI: | 10.3102/00346543251332919 |
| ISSN: | 0034-6543 1935-1046 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505375 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 0034-6543 1935-1046 |
| DOI: | 10.3102/00346543251332919 |
