Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Resilience and Stressors: Examining Impact of COVID-19 on Rural Special Education Teachers

Christine Fisher, EdD, Alice S. Cahill , EdD, Elizabeth Yungdahl, B.Ed, Graciella Lopez, B.S.Ed
  • Christine Fisher, EdD (Author) University of Nebraska Kearney image/svg+xml
    Dr. Christine Fisher, EdD, is an assistant professor in teacher education at the University of Nebraska Kearney. Her research interests include teacher preparation, special education law and assessment, and rural education.
  • Alice S. Cahill , EdD (Author) University of Nebraska Kearney
    Dr. Alice S. Cahill is an Associate Professor at the University of Nebraska at Kearney, where she is the Graduate Program Coordinator for Special Education and the director of the Special Education department. Her research and publication focus is on self-efficacy, neurodivergence, and teacher support.
  • Elizabeth Yungdahl, B.Ed (Author) University of Nebraska Kearney
    Elizabeth Yungdahl is a teacher education graduate assistant at the University of Nebraska at Kearney. She is currently pursuing her Educational Specialist Degree in School Psychology. Her experiences involve advocating and problem solving to best support teachers and students.
  • Graciella Lopez, B.S.Ed (Author) University of Nebraska Kearney
    Graciella Lopez is a graduate student in teacher education at the University of Nebraska Kearney. She is currently pursuing her master's degree in speech-language pathology. Her experience involves working with individuals with developmental disabilities and individuals with various communication disorders.
DOI
https://doi.org/10.64546/jaasep.570
Abstract
This research examined the impact of the COVID-19 pandemic on rural special education teachers and their resilience. Special education teachers face unique challenges in supporting students with diverse learning needs, and the pandemic has exacerbated these difficulties. The study focused on rural special education teachers in Nebraska and investigated their resilience and the main stressors they encountered. Preliminary findings indicated that these teachers have shown commendable levels of strength despite the challenges. However, they reported feeling less resilient when faced with discouragement from failure. Understanding the resilience and stressors experienced by rural special education teachers can inform targeted interventions and support systems to enhance their well-being and effectiveness. The study contributed to the existing literature on teacher well-being and provides valuable knowledge for policymakers, administrators, and stakeholders in special education.
Keywords
COVID-19, Elementary Secondary Education, Mental Health, Pandemics, Resilience (Psychology), Rural Schools
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There are 25 references in total.
How to Cite
Fisher, C., Cahill, A., Yungdahl, E., & Lopez, G. (2025). Resilience and Stressors: Examining Impact of COVID-19 on Rural Special Education Teachers. Journal of the American Academy of Special Education Professionals, 20(1), 87-96. https://doi.org/10.64546/jaasep.570

Winter 2025

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  • Article Type Articles
  • Submitted January 12, 2025
  • Published February 15, 2025
  • Issue Winter 2025
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