Self-care in SEN teacher education

Abstract

Special education practice involves high emotional and relational demands, and research shows that special educational needs teachers (SEN teachers) are at particular risk of stress, burnout and attrition. Despite this, occupational strain and self-care receive limited attention in SEN teacher education in Norway. This article examines how these themes are addressed through a document analysis of course descriptions and intended learning outcomes from 16 universities and university colleges, comprising 250 courses. The findings show that occupational strain, burnout and self-care are largely absent from formal course documentation, and that no courses explicitly address these issues. Even in courses focusing on professional role enactment, supporting literature related to self-care is minimal. The article discusses these findings and argues that SEN teacher education should place greater emphasis on preparing future practitioners for the emotional demands inherent in their work.