The hidden cost of inclusion: systemic resource deficits and the crisis of teacher burnout in supporting children with special education needs in Ireland

Key Points

• To investigate how resource deficits contribute to teacher burnout while supporting children with special education needs.
• Analyzed data from educators in Ireland experiencing high interpersonal demands.
• Assessed burnout levels in relation to resource allocation and support systems.
• Utilized qualitative surveys to gather educators' experiences and perceptions.
• High levels of teacher burnout were reported, linked to insufficient resources for special education.
• Teachers indicated a direct correlation between lack of support and increased stress levels.
• Recommendations for policy reforms emerged to address systemic resource challenges.