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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 0000-0003-4853-1292), Lisa E. Morin (ORCID 0009-0002-1871-5859), Laura R. Gómez, Brian Jones, Elizabeth Bettini (ORCID 0000-0001-6527-1854), Michelle M. Cumming (ORCID 0000-0002-1803-1900), Justin D. Garwood (ORCID 0000-0001-7715-8701), Lisa A. Ruble (ORCID 0000-0001-7495-6572)
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
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  Data: <searchLink fieldCode="AR" term="%22Nelson+C%2E+Brunsting%22">Nelson C. Brunsting</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4853-1292">0000-0003-4853-1292</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lisa+E%2E+Morin%22">Lisa E. Morin</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-1871-5859">0009-0002-1871-5859</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+R%2E+Gómez%22">Laura R. Gómez</searchLink><br /><searchLink fieldCode="AR" term="%22Brian+Jones%22">Brian Jones</searchLink><br /><searchLink fieldCode="AR" term="%22Elizabeth+Bettini%22">Elizabeth Bettini</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6527-1854">0000-0001-6527-1854</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michelle+M%2E+Cumming%22">Michelle M. Cumming</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1803-1900">0000-0002-1803-1900</externalLink>)<br /><searchLink fieldCode="AR" term="%22Justin+D%2E+Garwood%22">Justin D. Garwood</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7715-8701">0000-0001-7715-8701</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lisa+A%2E+Ruble%22">Lisa A. Ruble</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7495-6572">0000-0001-7495-6572</externalLink>)
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Burnout%22">Teacher Burnout</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Responsibility%22">Teacher Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22Collegiality%22">Collegiality</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink>
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  Data: 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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  Data: 2026
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