A mixed-methods exploration of Northern Irish special school teachers’ experience of stress and burnout within the context of the special school environment

Abstract

The NASUWT Well-being at Work Survey (2024) highlighted ongoing concerns regarding the mental and physical health of teachers in the UK, citing high stress, heavy workloads, and inadequate support. In Northern Ireland, these pressures may have been intensified for special education teachers by changes in the special needs education (SEN) sector, aimed at increasing inclusivity, driven by revisions to the SEN framework and the SEND Act (2016).

This study examined factors contributing to stress, burnout, and well-being among teachers in special schools in Northern Ireland, and potential supports, including the role of Educational Psychology. An explanatory sequential mixed-methods design was employed. Phase one (n = 195) involved an online survey comprising the Maslach Burnout Inventory-Educator Survey, the Areas of Worklife Survey, and additional questions. Phase two involved semi-structured interviews (n = 9) analysed using thematic analysis.

Survey results showed 30.3% of participants were “engaged,” with 69.7% categorised as “overextended,” “ineffective,” “disengaged,” “early-warning,” or “burnt-out.” Participants reported a better person-job match in ‘community’ and ‘values,’ but a significant mismatch in ‘workload,’ ‘control,’ ‘reward,’ and ‘fairness.’ Moreover, 61% had considered leaving the profession, highlighting the impact of ongoing challenges on retention.

Interviews revealed occupational stressors: increasing pupil complexity, inadequate training and support, curriculum misalignment, shortage of trained support staff, high workload, insufficient support from allied health professionals, and increasing parental demands. Strong professional commitment to pupils and peer support were identified as protective factors. Teachers largely viewed educational psychology’s role as essential but limited in special schools. Findings are discussed in relation to existing literature and implications for practice.

Thesis is embargoed until 31st December 2027.

Date of Award	Dec 2025
Original language	English
Awarding Institution	Queen's University Belfast
Sponsors	Department of Education Northern Ireland
Supervisor	Anthea Percy (Supervisor)