The special education teacher shortage continues to challenge schools nationwide as the number of students needing services grows and working conditions strain the educators who remain. The special education teacher shortage is being felt in classrooms across the islands and the continent, according to teachers and researchers.
Veteran special educator Kathleen Tejeda, who works in Riverside County, California, described how advocacy is as central to her role as instruction. One of her blind students began high school simply aiming to keep up, then, with coordinated support, joined cheerleading and choir and performed the national anthem for the school. Stories like that keep teachers in the field, but districts still struggle to hire and retain them.
Education researchers report shortages in 45 of 50 states. The number of students receiving special education services now exceeds 8.2 million, or roughly one in six public school students. While staffing churn worsened after the COVID-19 pandemic, the gap predates it and has existed since the Individuals with Disabilities Education Act became law in 1975.
Myths and realities about teaching special education
A frequent misconception is that students are too difficult to work with, which deters teachers. Researchers say that does not hold up. Instead, special educators often feel isolated from colleagues, overwhelmed by a wide range of student needs, and buried by paperwork. Many must teach multiple subjects and grade levels, and many say their pay does not reflect the demands of the job.
Several educators around the country shared that the work is fulfilling but unrelenting. A high school teacher in Arizona said the joy comes from watching students grow into active community members. An elementary teacher in Chicago said needs keep increasing, even as her own preparation improves. A Philadelphia middle school teacher recalled having virtually no life outside work during his first year, and even now the workload remains constant.
Much of the day isn’t spent on teaching
Burnout is widespread among public school teachers, and research suggests it is even more pronounced for special educators who serve students with diverse needs, including autism, dyslexia, developmental delays and physical disabilities. Studies have found special educators spend only about a third of their day on direct instruction. The rest goes to tracking goals, coordinating services such as speech therapy, training support staff and writing individualized education programs, or IEPs, which are legal documents that guide a student’s services.
Despite specialized certification and training requirements in many states, pay differentials are rare. A recent analysis found that teachers in 32 states receive no extra compensation for hard-to-staff roles, including special education.
Teachers say the complex needs in their classrooms can quickly overtake lesson plans. One educator described evacuating her class after a student experienced a severe emotional crisis, noting there is no simple roadmap for those situations. Another Chicago teacher said that in an open-space school, one student’s escalation can ripple through multiple classes, making it difficult to return everyone to learning.
Essential but time-consuming paperwork
IEPs are at the heart of special education. These plans outline a student’s needs and annual goals and help ensure services are delivered in the “least restrictive environment,” meaning alongside peers whenever appropriate. IEPs also entail regular family meetings and careful documentation, which can pull teachers away from instruction.
Tejeda said that when she supports students in general education classrooms, she works to offer targeted help while keeping students from feeling singled out. A Philadelphia teacher said his school eased the burden by hiring staff dedicated to the paperwork side of IEPs, freeing teachers to focus more on classroom instruction.
Searching for solutions
At the core of the special education teacher shortage are compensation and the limited pipeline of qualified candidates. Research indicates higher pay helps recruit and retain teachers. In 2020, Hawaii increased special education salaries by 10,000 dollars a year. Vacancies dropped by 35 percent, according to a statewide analysis, though retention challenges persisted. Seventeen states now offer extra pay for hard-to-staff subjects, down from 22 four years earlier.
Supply remains a hurdle. Estimates suggest about 46,000 special education teachers leave public schools each year, while fewer than 30,000 are trained annually to replace them. As a result, many schools hire educators who are not fully certified for the role.
Some approaches show promise. Research points to “grow-your-own” programs that recruit local residents as effective ways to fill positions. Studies also find that supportive administrators and protected planning time make the work more sustainable. One first-year teacher in Illinois worked with her school leaders to carve out more planning time for lesson design, data logging and IEP goals, which she said should reduce after-school hours and help her be more present with students.
The special education teacher shortage and Hawaii
Hawaii’s experience mirrors national trends. The 2020 pay boost helped reduce vacancies, but rising student needs and heavy administrative demands continue to test the system. Local districts and teacher preparation programs are exploring pipelines and school-based supports to keep qualified educators in classrooms serving students with disabilities.
Educators say that when planning time, administrative backing and targeted compensation align, they can devote more energy to what drew them to the profession in the first place, supporting students to thrive alongside their peers. The Hawaii State Department of Education has information on special education and related supports on its official website.
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