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Comparing Special Education and General Education Teachers' Stress, Job Demands, and Resources during COVID-19

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Title: Comparing Special Education and General Education Teachers' Stress, Job Demands, and Resources during COVID-19
Language: English
Authors: Aaron Leo (ORCID 0000-0003-1226-6861), José Antonio Mola Ávila (ORCID 0000-0001-6399-1815), Kristen C. Wilcox (ORCID 0000-0003-3338-8008), Maria I. Khan (ORCID 0000-0003-2530-5495), Kathryn Schiller, Yunxiao Zhang
Source: Current Issues in Education. 2025 26(2).
Availability: Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Special Education Teachers, Teachers, Teaching Conditions, COVID-19, Pandemics, Stress Variables, Teacher Responsibility, Resources, Barriers, Teacher Attitudes, Intention, Family Work Relationship
Geographic Terms: New York
DOI: 10.14507/cie.vol26iss2.2241
ISSN: 1099-839X
Abstract: Recent scholarship has demonstrated the negative impacts of the pandemic on educators. However, it is less clear whether special education teachers (SETs) incurred more severe effects. This mixed-method study draws on a survey of 419 teachers from 38 schools in New York State to identify differential impacts of the pandemic on SETs. Our analysis found that SETs reported lower levels of stress compared to general education teachers and perceived that greater supports were available to them. Open-ended responses provided a space for SETs to describe the experience of teaching during the pandemic and identify particular stressors and challenges they faced. These findings hold important implications for the SET workforce as stress is a major factor linked to the educator shortages facing many schools. Ensuring that SETs are supported and retained is critical to ensuring the needs of students receiving special education services are being met in the post-pandemic era.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490009
Database: ERIC
FullText Text:
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  Data: Comparing Special Education and General Education Teachers' Stress, Job Demands, and Resources during COVID-19
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  Data: <searchLink fieldCode="AR" term="%22Aaron+Leo%22">Aaron Leo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1226-6861">0000-0003-1226-6861</externalLink>)<br /><searchLink fieldCode="AR" term="%22José+Antonio+Mola+Ávila%22">José Antonio Mola Ávila</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6399-1815">0000-0001-6399-1815</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kristen+C%2E+Wilcox%22">Kristen C. Wilcox</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3338-8008">0000-0003-3338-8008</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maria+I%2E+Khan%22">Maria I. Khan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2530-5495">0000-0003-2530-5495</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kathryn+Schiller%22">Kathryn Schiller</searchLink><br /><searchLink fieldCode="AR" term="%22Yunxiao+Zhang%22">Yunxiao Zhang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Current+Issues+in+Education%22"><i>Current Issues in Education</i></searchLink>. 2025 26(2).
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  Data: Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu
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  Data: 25
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  Data: <searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Responsibility%22">Teacher Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Resources%22">Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Work+Relationship%22">Family Work Relationship</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+York%22">New York</searchLink>
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  Data: 10.14507/cie.vol26iss2.2241
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  Data: 1099-839X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Recent scholarship has demonstrated the negative impacts of the pandemic on educators. However, it is less clear whether special education teachers (SETs) incurred more severe effects. This mixed-method study draws on a survey of 419 teachers from 38 schools in New York State to identify differential impacts of the pandemic on SETs. Our analysis found that SETs reported lower levels of stress compared to general education teachers and perceived that greater supports were available to them. Open-ended responses provided a space for SETs to describe the experience of teaching during the pandemic and identify particular stressors and challenges they faced. These findings hold important implications for the SET workforce as stress is a major factor linked to the educator shortages facing many schools. Ensuring that SETs are supported and retained is critical to ensuring the needs of students receiving special education services are being met in the post-pandemic era.
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  Data: 2025
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  Data: EJ1490009
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      – SubjectFull: Special Education Teachers
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      – SubjectFull: Teachers
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      – SubjectFull: Teaching Conditions
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Stress Variables
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      – SubjectFull: Teacher Responsibility
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      – SubjectFull: Resources
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      – SubjectFull: Barriers
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Intention
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