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June 10, 2026Beyond Behavior

Navigating Special Educator Attrition: The Principal’s Role

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Authors

LHLynn HoldheideLHLindsey E. Hayes

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Overview

This article reveals strategies for principals to improve special educator retention for teachers of students with emotional and behavioral disorders, suggesting enhanced working conditions.

Key Points

  • The research aims to explore how principals can mitigate special educator attrition by enhancing school conditions.
  • Analyzed data from the Lead IDEA and CEEDAR Center’s Principal Navigator: Special Educator Retention
  • Provided practical strategies and real-world examples focusing on special educators' working conditions.
  • Identified factors contributing to the retention of teachers for students with emotional and behavioral disorders.
  • Improved working conditions lead to higher special educator retention rates
  • Effective principal strategies result in better support systems for teachers
  • Positive changes observed in the educational environment for students with emotional and behavioral disorders.

Cite This Study

Holdheide et al. (2026) studied this question.

synapsesocial.com/papers/6a28ff6a6f82f25be989c4e4https://doi.org/10.1177/10742956261449666
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Principals’ Conceptions of Their Roles Supporting Self-Contained Programs for Students With Emotional/Behavioral Disorders2024 · 2 citations
  2. 2Principal Special Education Leadership Matters: Transitioning a School to Co-Teaching2026
  3. 3Strengthening School Principal Support for Special Education Teachers of Color Serving Students With Significant Behavioral Support Needs2026
  4. 4How Can Schools Retain Secondary Emotional Support Teachers? Ask Them2024
  5. 5Exploring the Mobility of Special Education Teachers into School Principal Positions2025 · 1 citations