Resilience and Stressors: Examining Impact of COVID-19 on Rural Special Education Teachers
Christine Fisher, EdD
Alice Cahill, EdD
Elizabeth Yungdahl, B.Ed
Graciella Lopez, B.S.Ed
University of Nebraska Kearney
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 pandemic, rural, special education, teachers, stress, mental health
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