Stressors of Special Education Teachers Working With Autistic Students With Behavioral Challenges

In special education there are disabilities and health concerns teachers have to keep at the forefront when working with autistic students. The purpose of this hermeneutic phenomenological study was to gain knowledge and understanding regarding special education teachers’ perceptions of the stressors they experience when interacting with students diagnosed with autism spectrum disorder (ASD) and who also have behavioral challenges. This study was grounded in transactional theory. Six participants were included, and semi-structured interviews were conducted via social media calls and phone calls. The following themes emerged: Participants believed that autistic students, while having behavior challenges, were capable of calming themselves, adhering to social norms, and achieving high academically. Participants also perceived that these students caused direct and indirect stressors of which they sought strategies, support, and training. Future research should be expanded to include more school districts in different states. The implications of teacher stress related to the work demands of supporting and instructing students with autism manifest itself in high turnover rates, missed work because of health issues, veteran teachers leaving the profession, and students not being served educationally or in some cases even harmed. This study was limited to one school district in one area of the Southern United States. The findings in this research may provide some insight for positive change with regard to these implications: lower teacher stress levels, lower turnover rates for schools, less absenteeism, veteran teachers choosing to stay in the profession longer, a higher level of instruction in special needs classrooms