Special education teachers’ (SETs’) well-being at work has garnered increasing attention due to chronic shortages in the SET workforce, public focus on burnout and work well-being, and the link between SETs’ well-being and student outcomes. In this chapter, we discuss malleable factors associated with teacher well-being, including working conditions, teacher roles and responsibilities, SET demographics, and teacher self-efficacy. We then consider how researchers can extend understanding of SET well-being and develop interventions to enhance their ability to thrive while supporting students with disabilities. Last, we provide implications and recommendations for district and school administrators, teacher preparation program directors and faculty, and SETs.
