Recent data shared in an interview with Chad Alderman, based on his article “Where Are All the Special Educators?” and conducted by Paul Peterson during an airing of Education Exchange Replay, paints a surprising picture — the number of special education teachers in U.S. schools is at an all-time high. This revelation challenges the narrative of a critical shortage, offering a more nuanced perspective. But while the increase in staffing is encouraging, it is not the full story. The real crisis lies in the systemic issues that persist within the field.

The growth in the number of special education teachers reflects increased federal funding and policy efforts to support students with disabilities. However, adding more teachers does not guarantee better outcomes. Retention remains a significant issue. High turnover rates disrupt continuity for students and strain remaining staff, perpetuating instability. Despite more teachers overall, many districts — particularly rural and underfunded ones — still struggle to meet basic staffing needs. This uneven distribution underscores the need for targeted strategies.

One issue raised in the podcast was that the number of special educators has risen 59 percent over the past 20 years, but these teachers often transition from their roles in special education to regular classroom teaching. While the overall supply of new teachers in all subject areas has declined, the proportion of teachers trained in special education has slightly increased.

Additionally, while inclusion rates have improved, gaps in academic achievement and post-school success for students with disabilities persist. Addressing these gaps requires more than numbers. Professional development, innovative teaching practices and collaborative models are essential for meaningful progress.

To address these challenges, retention must become a priority. Competitive salaries, reduced administrative burdens and mental health resources can help keep teachers in the field. Schools should invest in mentorship and professional development to support educators’ growth and resilience.

Policymakers must also tackle inequities in resource distribution. Federal and state funding should prioritize underserved districts, ensuring all students with disabilities receive quality education. Special educators argue that their jobs are often more stressful and require additional paperwork than regular teachers. In some states, like West Virginia, legislators have guaranteed slightly higher compensation for special education teachers, but the amounts vary widely. Some states offer as little as a $2,000 increase, while others provide pay differentials of up to $20,000. These disparities highlight the urgent need for consistent and equitable funding policies across the nation.

Finally, enhancing the quality of education is critical. Evidence-based practices, individualized learning technologies and collaboration between general and special education staff are key. Schools must also foster a culture that values inclusion, not as a mandate but as a fundamental right. By integrating these approaches, educators can create environments where all students feel supported and empowered.

The increase in special education teachers is a step forward, but true progress requires an integrated approach that addresses root causes. Retention, equity and effectiveness must remain at the forefront of these efforts. Every student with a disability deserves the opportunity to thrive, and every teacher needs the support to succeed. It is not just about numbers; it is about building a system where both educators and students can flourish.

Donna Joy, of Shepherdstown, is in her second term on the Jefferson County Board of Education. Her comments are personal, and do not represent the Jefferson County Board of Education as a whole. She can be reached at DonnaJoyBOE@gmail.com.