What Administrators Need to Know About Supporting Special Educators
Special educators wear a lot of hats. They are case managers, co-teachers, compliance officers, collaborators, behavior specialists, and often emotional anchors for both students and colleagues. And while their work is critical to ensuring students with disabilities receive the services they are entitled to, it can also be isolating, overwhelming, and unsustainable without intentional support.
For administrators, supporting special educators is not just about scheduling IEP meetings and ensuring paperwork is complete. It’s about creating systems, culture, and communication structures that acknowledge the complexity of the role and promote long-term success—for both students and staff.
Here’s what school leaders need to know.
Special educators need clarity.
Vague expectations create stress. Be specific about roles, responsibilities, and processes. Clarify how co-teaching should look, what IEP timelines must be followed, and who is responsible for what during transitions or testing. When special educators have to constantly chase down answers, it takes valuable time and energy away from instruction and student support.
They also need consistency.
If one administrator enforces expectations while another looks the other way, it sends mixed messages to staff and undermines the team. Students with disabilities benefit from predictable routines and aligned practices—and so do the educators who serve them. Consistency in expectations, communication, and follow-through helps special educators feel grounded and supported.
Planning time is not optional.
Special educators need time to plan, meet with general education teachers, complete paperwork, and reflect. When their schedules are overloaded with coverage, crisis response, or “floating support,” they lose the ability to be strategic and proactive. Protect their planning time the same way you would for a tested content area—and encourage collaboration, not isolation.
Support should be proactive, not just responsive.
Don't wait until someone is burning out to ask how they’re doing. Build regular check-ins into your leadership routines. Ask questions like:
What’s going well this week?
Are there any IEPs or student needs I can help with?
Is there anything you’re feeling stuck on right now?
These simple conversations open the door for honest feedback, early problem-solving, and stronger professional relationships.
Professional development should be relevant.
Generic PD doesn’t meet the needs of special educators. Ensure they have access to training that helps them improve instruction, understand compliance, manage behavior, and build inclusive environments. Better yet, offer differentiated PD tracks that allow them to engage meaningfully with content that matches their role.
They need to feel seen.
It sounds simple, but recognition matters. Special educators often work behind the scenes. They’re in IEP meetings when others are at lunch, supporting students in crisis while the rest of the class moves on. Acknowledging their effort publicly, celebrating small wins, and thanking them for their work helps build morale and retention.
Burnout is preventable—with the right support.
Special educators often carry invisible stress. From juggling heavy caseloads to managing compliance to navigating emotional student needs, the load is real. But burnout doesn’t have to be the norm. With strong leadership, clear systems, and a culture of collaboration, special educators can thrive—and so can the students they serve.
At the end of the day, supporting special educators is about more than compliance. It’s about leadership. When administrators invest in their special education teams, they create schools where all students are served with intention, expertise, and care.
Because when special educators are supported, students with disabilities don’t just get what they need—they get what they deserve.
