The War on Education
Left Behind Again: The Burnout Crisis in Special Education
TL;DR
Special education in America is experiencing a full-blown crisis. Budget cuts, lack of behavioral supports, and noncompliance with IEPs are pushing both educators and students to the edge. This piece explores the psychological toll, systemic neglect, and offers evidence-based advice on how communities can advocate for change.
The Problem
Special education programs are facing what many experts now describe as an unsustainable crisis. Federal and state funding for these programs has consistently fallen short of the need, leaving teachers overworked and students underserved. In 2024, the Individuals with Disabilities Education Act (IDEA) was federally funded at only about 13%—far below the 40% commitment made when the law was passed (U.S. Department of Education, 2023).
Schools in under-resourced communities are disproportionately affected. These schools often lack the staff and tools to offer the specialized behavioral, emotional, and academic support that students with disabilities are legally entitled to through their Individualized Education Programs (IEPs). As a result, compliance with IEPs has plummeted in districts with the fewest resources (National Council on Disability, 2023).
The burnout rate among special education teachers is staggering. In 2022 alone, over 35% of special education teachers left the field entirely, with many citing emotional exhaustion, inadequate training, and insufficient support as the primary reasons (Goldhaber et al., 2023). This isn’t just a staffing issue—it’s a civil rights issue for some of our most vulnerable children.
The Psychology
At the heart of the issue is a psychological burden shared by both educators and students. Teachers enter the field passionate about making a difference, but quickly find themselves navigating bureaucratic red tape, escalating behavioral crises without proper training, and impossible caseloads. Chronic stress and secondary trauma are common among special education staff, leading to high rates of anxiety, depression, and burnout (Brunsting, Sreckovic, & Lane, 2014).
For students with disabilities, the consequences are equally dire. Inconsistent access to accommodations and support can trigger behavioral escalations, academic failure, and emotional shutdown. The psychological toll of being repeatedly denied necessary services—sometimes even suspended for behaviors linked to a disability—can reinforce cycles of trauma, mistrust, and social withdrawal (Morgan et al., 2017).
When schools are unequipped to handle behavioral support—such as interventions for students with ADHD, autism, or emotional disorders—teachers and administrators may resort to punitive measures that further isolate these students. This fosters environments where neurodivergence is seen as a problem, not a difference, leading to disproportionate discipline and exclusion (Losen & Martinez, 2020).
The Facts
The federal government only covers about 13% of the cost of special education, despite a longstanding promise to fund 40% (U.S. DOE, 2023).
Schools serving low-income students report lower compliance rates with IEPs and fewer behavioral support staff (National Council on Disability, 2023).
Nearly 1 in 3 special education teachers leaves the profession within five years (Goldhaber et al., 2023).
Students with disabilities are twice as likely to be suspended or expelled (Losen & Martinez, 2020).
93% of special education educators report lacking the tools or training to manage behavioral crises (Brunsting et al., 2014).
Black and Latinx students with disabilities face disproportionate service denial and discipline, especially in underfunded schools (Morgan et al., 2017).
The Advice
The system may be failing, but collective advocacy can still make a tangible difference. Here’s how:
Demand Full Funding of IDEA
Reach out to your local and federal representatives to push for full funding of IDEA. The more constituents who call for action, the harder it becomes to ignore.
Support Educator Mental Health
Advocate for district-level mental health services and regular trauma-informed training for special education staff. Teachers can’t pour from an empty cup.
Hold Schools Accountable
Parents and caregivers: Know your rights. Schools are legally required to comply with IEPs. If they don’t, file complaints, seek support from advocates, and document everything.
Invest in Community Behavioral Health
Push for local partnerships between schools and behavioral health organizations. Having onsite or consultative support can de-escalate crises and reduce teacher stress.
Show Up for Underfunded Schools
Volunteer your time. Vote for school board members who prioritize special education. Donate supplies. Host community fundraisers. Every act matters.
Amplify Stories
Use your platform to elevate the voices of teachers and families navigating special education burnout. Change starts with awareness.
Join the Conversation
This issue is too urgent to ignore. As burnout continues to gut the special education workforce, our most vulnerable students suffer the consequences. Advocacy isn’t optional—it’s essential.
Explore these themes and more on the The Group Sessions podcast, where we dive into evidence-based approaches to emotional well-being, education, and community care. For families, educators, or advocates needing direct support, schedule a mental health coaching session today.
References
Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37(4), 681–711. https://doi.org/10.1353/etc.2014.0032
Goldhaber, D., Gratz, T., & Theobald, R. (2023). A crisis in special education: Supply, demand, and teacher turnover. CALDER Policy Brief. https://caldercenter.org/publications
Losen, D. J., & Martinez, T. E. (2020). Lost Opportunities: How disparate school discipline continues to drive differences in educational outcomes. The Center for Civil Rights Remedies at UCLA. https://www.civilrightsproject.ucla.edu
Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2017). Replicated evidence of racial and ethnic disparities in disability identification in U.S. schools. Educational Researcher, 46(6), 305–322. https://doi.org/10.3102/0013189X17726282
National Council on Disability. (2023). The Impact of Underfunding IDEA. https://ncd.gov/publications/
U.S. Department of Education. (2023). Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. https://sites.ed.gov/idea/
