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It distinguishes special educator burnout from other teaching attrition and highlights that attrition is driven by system design and support structures, not student behavior. The guide details five root causes—heavy professional demands, weak colleague support, professional isolation, leadership shortfalls, and pandemic-related harm—then offers immediate and phased action plans to keep special educators in inclusive environments.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/new-jersey-charter-schools-why-special-educators-leave-and-how-leaders-can-keep-them-a-guide-for-principals-and-system-leaders/583242/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/new-jersey-charter-schools-why-special-educators-leave-and-how-leaders-can-keep-them-a-guide-for-principals-and-system-leaders/583242.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-12","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do special educators leave their roles instead of leaving teaching altogether?","Question",{"text":112,"@type":113},"The guide states that credentialed special educators often shift into non-special education roles. It also argues that burnout is driven by systemic and support-structure factors rather than being random.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the five leading root causes of special educator role attrition?",{"text":117,"@type":113},"The document lists five root causes: heavy professional demands, insufficient colleague connection, professional isolation, leadership letdown (insufficient support), and lasting pandemic damage affecting school safety and student behavior.",{"name":119,"@type":110,"acceptedAnswer":120},"What actions does the toolkit recommend leaders take to retain special educators?",{"text":121,"@type":113},"It provides strategies to take action immediately, plan for the next 3–4 months, plan over time, and review through a year-at-a-glance approach, culminating in an action plan to keep special educators.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583242,1792209723,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","NEW JERSEY CHARTER SCHOOLS  \nWhy Special Educators Leave and How Leaders Can Keep Them  \nA Guide for Principals and System Leaders  \nMission  \nWe are committed to catalyzing student success and eradicating the complex, pervasive, and systematic barriers that prevent students with disabilities from accessing quality educational opportunities and choices, robust support, and inclusive environments .  \nThe Center for Learner Equity is a nonprofit organization dedicated to ensuring that students with disabilities have equitable access to a high-quality public education. CLE provides research, policy analysis, coalition building, and technical assistance to a variety of stakeholders across the nation.  \n420 Lexington Ave. , Suite 300 • New York, NY 10170  \n[centerforlearnerequity.org](centerforlearnerequity.org)  \n© THE CENTER FOR LEARNER EQUITY, 2025  \nTABLE OF CONTENTS  \nAbout the Resource 4  \nWhy Focus On Retention? 5  \nWhy Are Special Educators Leaving? 6 Root Cause \\#1: The Heavy Load:  \nThe Volume And TypeOf Professional Demands 7  \nRoot Cause \\#2: The Colleague Connection:  \nIt Takes A Village (But The Village Isn’t Always Helping) 8  \nRoot Cause \\#3: Professional Isolation:  \nSurrounded By People, Yet Standing Alone 10  \nRoot Cause \\#4: Leadership Letdown:  \nThe Support Special Educators Aren’t Getting 11  \nRoot Cause \\#5: The Pandemic’s Lasting Damage:  \nSchool Safety And Student Behavior 14  \nIRL: A Real Life Example 15  \nStrategies: Actions To Take Now 17  \nStrategies: Actions To Plan For In The Next 3-4 Months 20  \nStrategies: Actions To Plan For Over Time 22  \nStrategies: Year At-A-Glance 24  \nAction Plan: Keep Your Special Educators! 26  \nEndnotes 28  \nABOUT THIS RESOURCE  \nThis toolkit provides New Jersey charter school leaders with strategies to use RIGHT NOW to RETAIN special educators.  \n Do you find yourself in a tiring, yearly cycle of having to hire new special education teachers?  \n Do you want to better understand the causes of special education teacher attrition and what you can do to support retention?  \n Are you a school or CMO leader who wants to take action to retain your special education teachers?  \nIf you answered “yes” to any of the questions above, then you’re in the right place!  \nThis guide is not about creating a talent pipeline or addressing shortages. Rather, it focuses on retaining your current special education teachers so that you do not need to hire more people! If you are looking for more long-term,  \nsystemic strategies, we recommend that you explore the CEEDAR Center’s Educator Shortages in Special Education: Toolkit for Developing Local Strategies.  \nWhy Focus On Retention?  \nSpecial Educators Need Special Strategies: Why Don’t Generic Retention Strategies Work for Special Educators?  \nTeacher retention is a bigger challenge in special education than in other teaching roles. Special education has long faced severe and chronic staffing shortages.1 As of March 2024, over half of all public schools nationally needed to fill special education positions.2 New Jersey will need 2,500 additional special education teachers over the next five years according to the NJ Education Association.3  \nSpecial educators aren’t leaving teaching; they’re leaving their roles.  \nSpecial education teachers are not leaving the teaching profession. Rather, credentialed special educators are teaching in non-special education roles.4 The burnout crisis in special education isn’t random. Research reveals the real culprits. The role of the special educator is distinct from other teaching roles.  \nSpecial education teachers face unique challenges, and they burn out for different reasons than other teachers. If school leaders can better understand the root causes of why special educators leave their jobs, then they can take action now to help these teachers stay.  \nIf school leaders can better understand the root causes of why special educators leave their jobs, then they can take action now to help these teachers sta","cbCaik2dTevGdG9c","https://ap.wps.com/l/cbCaik2dTevGdG9c","pdf",8027108,"English","# About the Resource\n## Why Focus On Retention?\n## Why Are Special Educators Leaving?\n## Root Cause #1: The Heavy Load\n## Root Cause #2: The Colleague Connection\n## Root Cause #3: Professional Isolation\n## Root Cause #4: Leadership Letdown\n## Root Cause #5: The Pandemic’s Lasting Damage\n## IRL: A Real Life Example\n## Strategies: Actions To Take Now\n## Strategies: Actions To Plan For In The Next 3-4 Months\n## Strategies: Actions To Plan For Over Time\n## Strategies: Year At-A-Glance\n## Action Plan: Keep Your Special Educators!\n## Endnotes","[{\"question\":\"Why do special educators leave their roles instead of leaving teaching altogether?\",\"answer\":\"The guide states that credentialed special educators often shift into non-special education roles. It also argues that burnout is driven by systemic and support-structure factors rather than being random.\"},{\"question\":\"What are the five leading root causes of special educator role attrition?\",\"answer\":\"The document lists five root causes: heavy professional demands, insufficient colleague connection, professional isolation, leadership letdown (insufficient support), and lasting pandemic damage affecting school safety and student behavior.\"},{\"question\":\"What actions does the toolkit recommend leaders take to retain special educators?\",\"answer\":\"It provides strategies to take action immediately, plan for the next 3–4 months, plan over time, and review through a year-at-a-glance approach, culminating in an action plan to keep special educators.\"}]","NEW JERSEY CHARTER SCHOOLS - Why Special Educators Leave and How Leaders Can Keep Them - A Guide for Principals and System Leaders | PDF",1792046437,76]