Special education staff well‐being and the effectiveness of remote services during the COVID‐19 pandemic

Abstract

Since March 2020, many school districts across the country have employed remote learning procedures in response to the COVID‐19 pandemic. During the pandemic, schools continued to provide special education services, yet little is known about how services were adapted for remote or hybrid learning during the height of the pandemic in the United States. In the current study, 332 respondents completed a web‐based survey that asked what special education services were provided remotely, whether services were deemed effective, and how remote learning has influenced their well‐being. Most respondents identified as White (79.5%), females (92.4%), and worked as special education teachers (52.9%) and school psychologists (35.4%). In compliance with federal guidelines, most respondents continued to hold individualized education plan meetings, conduct assessments, and provide interventions and related services. There was a significant decrease in respondents' reports of efficacy and sense of school connectedness during remote and hybrid learning. Respondents' identification as a person of color, along with reports of higher school connectedness and self‐efficacy were positive predictors of their perceived effectiveness of remote special education service delivery. Recommendations are made for school districts to inform decisions regarding their approach to special education services and staff support during remote or hybrid learning.

The Case for Special Education Teacher Wellbeing: A Multidimensional Review of the Evidence and Future Directions

“…Similarly, Olagunju et al (2021) implied absence or reduction of psychological burden and distress as definers of SETWB. This discourse is also found in literature focused on stress and burnout (Fox et al, 2020;Hester et al, 2020;Womack & Monteiro, 2023). Cooke et al (2016) suggested stress and burnout could be considered a construct whereby an absence of negative causational factors results in higher levels of wellbeing.…”

“…If teachers have high self-belief about mastering the multidimensional components of teaching, it is possible to increase wellbeing (Kouhsari et al, 2023;Skaalvik & Skaalvik, 2007;Zee & Koomen, 2016). Being able to shape student learning and behaviour has been positively associated with SE teacher levels of job satisfaction and inversely correlated with burnout and stress (Turner et al, 2022;Viel-Ruma et al, 2010;Womack & Monteiro, 2023). Teachers with high self-efficacy are able to meet challenges within the school context, including catering for students with disability (Collie et al, 2020;Kingsford-Smith et al, 2023).…”

“…Professional development with an emphasis on curriculum, school administration or human resources has long been the focus of attention within education (Wessels & Wood, 2019). Prominent within existing literature is the significance of deliberately fostering and enhancing the capacity of SE teachers and accompanying systems to effectively identify and acknowledge distinct emotional intricacies inherent in their profession (Olagunju et al, 2021;Platsidou & Agaliotis, 2017;Rae et al, 2017;Womack & Monteiro, 2023;Xu et al, 2023). Rae et al (2017) proposed educating SE teachers on emotional literacy, with the goal of fostering successful teacher-pupil relationships in all areas of learning.…”

Demystifying Tele-Counseling: Meeting Student Needs Through Ethical Decision-Making and Collaborative Consultation

“…The need for advocacy and collaboration were never more apparent than when schools initially shut down due to the pandemic. Collaborative goals shifted from effectively designing and providing services to students with disabilities in brick-and-mortar classrooms, to meeting the needs of students with disability in remote learning settings (Womack & Monteiro, 2022). Therefore, the importance of collaboration took on new meaning for educational stakeholders during this rapid shift.…”

Educators’ experiences and reflections on the implementation of evidence-based practices for autistic students in public schools during the COVID-19 pandemic

“…Despite significant changes to the educational environment, schools were still expected to meet the requirements of IDEA (2004). Educators continued holding Individualized Education Program (IEP) meetings, conducting assessments, and providing intervention services ( Womack & Monteiro, 2022 ). However, many of the EBPs commonly used to support autistic students (e.g., physical prompting, social skills training, etc.)…”