Answers are grounded in this paper and cite their sources.
Focus group study reveals key training gaps and collaboration deficits in special education principal leadership, highlighting the need for practice-based professional coaching.
Principals play a critical role in supporting students with disabilities; however, many may lack sufficient preparation to effectively lead special education initiatives. This study employed a community conversations-based focus group framework that included a broad group of educational and community stakeholders to examine challenges principals encounter in meeting the needs of special education students. Findings revealed limited experience with the complexities of special education, lack of integrated special education training, challenges supporting teachers in effective special education practices, and insufficient interpersonal collaboration and relationship-building. Recommended solutions include ongoing, rigorous, practice-based preparation, targeted professional learning and coaching opportunities, fostering inclusive cultures, and reducing fear connected to special education leadership.
No takes yet. Share an insight, caveat, or question.
Mathieu-Sher et al. (2026) studied this question.
Synapse has enriched 10 related papers. Consider them for comparative context: