Factors Supporting Retention of Early Childhood Special Educators: A Qualitative Thematic Analysis

Aaron R. Deris, Cyndi F. DiCarlo
JAASEP 21(4) (2026) 84-97

The purpose of this qualitative study was to explore what keeps early childhood special educators in the field, a workforce critical to early intervention and preschool special education but at risk for high turnover. Nine teachers from Minnesota and Louisiana, each with 9–29 years of experience, participated in semi-structured interviews. Using inductive coding and reflexive thematic analysis, six connected themes emerged: (a) supportive relationships with colleagues and administrators, (b) a strong sense of purpose, (c) intentional efforts to maintain work-life balance, (d) professional autonomy and room for creativity, (e) motivation from seeing children make progress, and (f) access to ongoing professional learning. While teachers noted challenges such as paperwork and demanding caseloads, they emphasized that meaningful relationships, personal commitment to the work, and supportive environments play a vital role in staying in the profession. Results suggest that early intervention programs and school systems should pair structural supports with practices that nurture resilience, professional identity, and continued growth. These findings offer direction for preparation programs, administrators, and policymakers who aim to strengthen recruitment and retention in early childhood special education.
Keywords: early childhood special education, early intervention, teacher retention, qualitative research, professional support, resilience

DOI: https://doi.org/10.64546/jaasep.612