JAASEP FALL 2026 Part 7 of 9
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Retention of early childhood special educators is critical for sustaining high-quality early intervention (IDEA Part C) and preschool special education (Part B 619) services for infants and young children with disabilities. Recent qualitative research has explored the lived experiences of caregivers and educators supporting young children with disabilities (Arserio et al., 2024; Dueñas et al., 2025). Early childhood special education (ECSE) plays a critical role in addressing the diverse needs of young children with disabilities and their families. The effectiveness of ECSE programs is significantly influenced by various systemic factors, including the presence of strong support systems, the passion and dedication of educators, and the emphasis on professional growth and development. As the landscape of education evolves, it is imperative to examine the themes that emerge from the experiences of ECSE teachers.
One prominent theme among educators is the significance of support systems, encompassing both collegial and administrative support. Research has established that supportive environments enhance both teachers’ resilience and instructional efficacy (Kang et al., 2024; Li, 2023). The importance of collegial relationships and administrative backing creates a foundation where educators can thrive as they navigate the complexities of teaching children with disabilities (Jackson & Parker, 2023).
Abstract
The purpose of this qualitative study was to explore what keeps early childhood special educators in the field, a workforce critical to early intervention and preschool special education but at risk for high turnover. Nine teachers from Minnesota and Louisiana, each with 9–29 years of experience, participated in semi-structured interviews. Using inductive coding and reflexive thematic analysis, six connected themes emerged: (a) supportive relationships with colleagues and administrators, (b) a strong sense of purpose, (c) intentional efforts to maintain work-life balance, (d) professional autonomy and room for creativity, (e) motivation from seeing children make progress, and (f) access to ongoing professional learning. While teachers noted challenges such as paperwork and demanding caseloads, they emphasized that meaningful relationships, personal commitment to the work, and supportive environments play a vital role in staying in the profession. Results suggest that early intervention programs and school systems should pair structural supports with practices that nurture resilience, professional identity, and continued growth. These findings offer direction for preparation programs, administrators, and policymakers who aim to strengthen recruitment and retention in early childhood special education.