Attitudes and Practices Within Family School Partnership That Contribute to Special Educator Wellbeing

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

Abstract

This qualitative study examines attitudes and practices related to family-school partnerships and their role in special educator wellbeing. The present study is a secondary analysis of qualitative interview data from 22 special educators across the United States of America, conducted in 2024. Findings suggest appreciative communication, intentional trust building, humanization, and sharing emotional labor were identified by Special Educators as practices and attitudes involved in family-school partnership that contributed to their wellbeing. In the context of a great need to build resilience and wellbeing in Special Educators to mitigate the wide-spread burn out and attrition, this study illustrates transmittable attitudes and practices that can support positive partnerships which can contribute to special educator wellbeing.

Authors

• Alexandra Turner, University of Vermont

• Shana J. Haines, University of Vermont

• Emily West-Geary, University of Vermont

• Jessica Strolin-Goltzman, University of Vermont

• Cynthia Jane Herbert, University of Vermont