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This article reveals strategies for principals to improve special educator retention for teachers of students with emotional and behavioral disorders, suggesting enhanced working conditions.
Principals play a pivotal role in addressing school-level conditions that contribute to special educator attrition, especially for teachers of students with emotional and behavioral disorders (EBD). Drawing from the Lead IDEA and CEEDAR Center’s Principal Navigator: Special Educator Retention , this article offers practical strategies and real-world examples to help school leaders improve working conditions, boost teacher retention, and help students with EBD thrive.
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Holdheide et al. (2026) studied this question.
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