Exploring the mental health experiences of special educators and the implications for the field of education: an Interpretative Phenomenological Analysis
Embargo Date
2027-06-04
OA Version
Citation
Abstract
Special educators face significant risk for mental health challenges due to high workloads, emotional labor, and systemic barriers that can impact their well-being. This qualitative study employed Interpretative Phenomenological Analysis (IPA) to explore how special education teachers, who identify as struggling with their mental health, experience and make sense of their mental health within their professional roles. Findings revealed that participants frequently described teaching as emotionally exhausting and unsustainable. Many reported experiencing anxiety, depression, and physical health consequences directly linked to job-related factors. Despite their deep commitment to students, many educators described feeling overworked, unsupported, and emotionally depleted, leading some to contemplate or enact temporary or permanent exits from the profession. Addressing these systemic issues is essential for teacher retention, job satisfaction, and student success, as teacher well-being is closely linked to classroom effectiveness and student outcomes. This study contributes to the growing body of research advocating for comprehensive, systemic support structures that acknowledge and prioritize the mental health of educators.
Description
2025
License
Attribution 4.0 International