Supporting New Special Educators: A Three-Domain Perspective

Abstract

Maintaining effective special educators is critical for inclusive education. Yet, new special educators face challenges that compromise their effectlveness, leading to early attrition. By following PRISMA guidelines, this systematic review synthesizes international evidence published between January 2019 and October 2024 on support systems that build resilience and sustain new special educators. Guided by an established theoretical framework of the induction year, the findings show that effective support works across three interconnected domains, which are professional support (specialized training in IEPs, family partnerships, and differentiated instruction), social support (mentoring, collaborative networks, and administrative backing), and personal support (emotional resources, stress management, and workplace well-being). This review validates the framework across diverse cultural contexts, identifies critical implementation features, and provides a validated roadmap for strengthening induction systems internationally, with relevance for education systems developing comprehensive teacher support infrastructures. The findings of this study can help policymakers to strengthen induction programs by embedding structured mentoring, formal emotional-support structures, and specialized professional development for new special educators.