Family-Educator Relationships' Effect on Special Educator Well-Being

• In Event: From Coordination to Collaboration: Looking Across Healthcare and Educational Contexts to Support Children with Disabilities

Abstract

Educator well-being correlates with improved student outcomes, teacher retention, and school success. It is a multidimensional construct that encompasses professional fulfillment, a sense of purpose, resilience, and a well-balanced professional life. It is also deeply rooted in the quality of educator relationships. While research documents the effect of various relationships on educator well-being, the effect of family partnership on educator well-being is not well researched. We conducted this study to explore how family partnerships positively affect special educator well-being. We found that trust, communication, and advocacy were aspects of relationships with their students’ families that affected special educator teacher well-being through impacting their perceived professional effectiveness and emotional fulfillment. We discuss implications for research and practice.

Authors

• Shana J. Haines, University of Vermont

• Melanie Levitt, UVA

• Emily West-Geary, University of Vermont

• Alexandra Turner, University of Vermont

• Jessica Strolin-Goltzman, University of Vermont