Amid an escalating youth mental health crisis, schools have seen a sharp increase in behavioral challenges that place immense stress on general education teachers.
As a career educator with over 30 years of experience, I’ve seen how often general education teachers, stretched thin and balancing many students’ needs, instinctively turn to also-stretched special education teachers for help in meeting student needs.
The assumption is that special educators, with specialized training, are better prepared to handle challenging student behaviors. But this approach, while well-intentioned, comes at a significant cost: it fragments educational systems, pulls special educators away from students who need them most and leaves staff unsupported.
Every student begins as a general education student, and their success depends on the collective efforts of the entire school team. When general and special educators work in isolation, both students and teachers lack the consistent support they need.
A better path forward is to foster shared responsibility and collaboration, where educators bring unique expertise to create inclusive classrooms with stronger outcomes for all learners.
Bridging the gap: The power of co-teaching and shared responsibility
The most effective way to address the rise in behavioral and academic needs is through a collaborative approach that rethinks how we support teachers. One powerful catalyst is co-teaching: combining the unique expertise of two or more teachers to create a dynamic, responsive learning environment.
Here’s how co-teaching comes to life:
- Shared expertise: A general education teacher is a content area expert; a special education teacher specializes in instructional strategies. When they collaborate, they combine their expertise to deliver high-quality, grade-level instruction with built-in differentiation. Together, they ensure every student has the tools and accommodations needed to access learning and receive the right support at the right time.
- Lowered student-to-teacher ratio: Having two certified teachers in the classroom instantly creates opportunities for smaller group instruction, station teaching and individualized attention. This benefits students with IEPs and provides critical support for those struggling academically or emotionally who haven’t been identified for special education services. It’s a proactive way to address needs before they escalate.
- Modeling collaboration: Seeing teachers working together as a cohesive team models positive collaboration and problem-solving for students. This modeling goes beyond academics; it demonstrates what a strong, supportive partnership looks like.
Reimagining our systems: How leaders can drive change
Building this collaborative culture requires intentional action from school leaders, shifting it from an idea to an imperative. Turning this vision into reality starts with intentional, concrete steps. Here are key strategies to reimagine systems and ensure all students receive the support they need.
- Prioritize system-level collaboration: We must move beyond the “us vs. them” mentality. Every decision should be student-centered, not based on what’s convenient for each department. School leaders should model inclusive practices by involving both general and special educators in all meetings, from professional development sessions to data analysis huddles. When everyone is aligned, we reduce fragmentation and ensure a clear, consistent message for students and families.
- Targeted scheduling: Master schedules should prioritize student needs and foster meaningful teacher collaboration, not just accommodate staff availability. A well-designed schedule builds in common planning time for co-teaching teams and aligns service minutes with general education instruction, minimizing the need for students to be pulled out of class. This approach also helps address staffing challenges. Through a push-in model, one special educator can support multiple general education classrooms, delivering specialized support directly within the classroom. By keeping students with their peers, this strategy ensures continuous access to the core curriculum while strengthening collaborative teaching.
- Equip our support staff: The rising tide of behavioral challenges requires all hands on deck. Mental health professionals like school counselors and psychologists can’t be expected to be the sole responders to every behavioral issue. Instead, they must become strategic partners. They are invaluable for identifying the root cause of a student’s behavior and coaching teachers and paraprofessionals on proactive, evidence-based strategies. This enables behavioral health staff to concentrate on students with the most intensive needs, while equipping a broader network of educators to promote positive behavior and well-being for all learners.
The path forward
The stress on general education teachers is real, as increasing behavioral needs present serious challenges to classroom learning. However, placing the pressure on already-strained special education teams is not the answer.
The solution lies in partnership, collaboration and a shared vision of success for every student. By rethinking our systems, investing in joint professional development and empowering all staff to work as a unified team, we create a school environment where every student and educator is supported and set up to thrive.
After all, special education is a service, not a place. When we embrace this philosophy, we ensure every student has access to the specialized support they need without sacrificing high-quality, inclusive general education.
