Burned Out, But Not Done: Why Special Ed Providers Are Craving a Better Way to Work

Kevin Eberly | Aug 14, 2025

Burnout Is Hitting Special Ed Hard

Even those who stay are feeling the strain. Nearly 44% of K–12 teachers report feeling burned out often or always, and that figure is likely higher in special ed, where caseloads are heavier, paperwork is relentless, and emotional demands are constant.

This isn’t just about working long hours — it’s about working in a system that leaves little room for balance, creativity, or recovery.

Why Providers Still Want Opportunities

It might sound contradictory: how can someone feel burned out and still want more work? The reality is, many providers aren’t looking to add more of the same work that’s wearing them down.

What they want is different work:

• Short-term assignments that are manageable and purposeful
• Schedules they can control
• Roles that allow them to use their expertise without drowning in red tape

Many also want to supplement their income. With cost-of-living pressures rising, taking on just a few extra hours a week can make a meaningful difference — if those hours fit their life and energy levels.

The Problem with the Current System

Right now, finding flexible, part-time, or supplemental opportunities in special education is difficult. Traditional hiring is built for full-time, year-long roles. Even “temporary” contracts often demand a heavy commitment and come with the same bureaucratic load.

For a provider with two open afternoons a week, or a speech therapist who could do evaluations for another school, the system simply doesn’t have an easy way to connect them with that work.

A Smarter Model for Provider

Imagine a system where you could:

• Log the specific times you’re available
• Choose only the assignments that fit your schedule
• Get matched instantly with schools that need your exact skills for short, targeted windows of time

This isn’t about hustling harder. It’s about working smarter — putting your training to use in ways that energize you instead of drain you.

The Impact on Careers and Classrooms

For providers, this model means:

• Autonomy over when and where they work
• Extra income without the full-time grind
• Variety that keeps work fresh and rewarding

For students, it means they don’t have to wait weeks or months for services just because a full-time position is vacant. And for schools, it means access to vetted, credentialed talent exactly when it’s needed.

A Win-Win in a Challenging Time

Special ed providers aren’t walking away from their students — they’re walking away from systems that make it impossible to thrive. By opening the door to flexible, meaningful opportunities, we can keep more talent in the field, improve support for students, and give providers a work life that’s actually sustainable.

Because burnout doesn’t have to mean the end of a career — sometimes, it’s just a signal that it’s time to work differently.

Sources

1. Elizabeth Bettini et al., Special Education Teacher Shortages: Trends, Issues, and Recommendations for Research and Practice, 48 Exceptional Children 1 (2024), https://files.eric.ed.gov/fulltext/EJ1379709.pdf.
2. Devlin Peck, Teacher Burnout Statistics You Should Know in 2024, Devlin Peck (2024), https://www.devlinpeck.com/content/teacher-burnout-statistics.
3. Josh Baugh, S.A. Districts Struggling to Meet Soaring Demand for Special Education Services, San Antonio Express-News (Feb. 17, 2025), https://www.expressnews.com/news/education/article/s-a-districts-struggling-meet-soaring-demand-20205038.php.