Inoculating Undergraduate Preservice Special Education Teacher Candidates to Prevent Early Career Burnout

Undergraduate special education teacher preparation is only effective if graduates persist in the profession, yet many face early career burnout, especially when working with children with challenging behavior. In this article, we discuss how higher education faculty can embed high-impact practices that help develop autonomy and relatedness and inoculate preservice candidates against early burnout. We highlight protective measures and offer resources for higher education faculty and preservice teachers considering ways to prevent burnout along the preparation pathway.