What Special Education Teachers Wish Administrators Understood
As December comes to a close, schools slow down—or at least they appear to.
Calendars flip. Hallways quiet. Break arrives.
But for special education teachers, December doesn’t simply end. It lingers. It leaves behind fatigue, unfinished to-do lists, emotional weight, and a deep need to reset before January begins.
As this final post of 2025, this is both a reflection and an advocacy moment—because what special education teachers experience in December shapes how they enter January.
And leadership matters most in the moments between.
December Is Not the Finish Line for Special Education Teachers
While others may feel relief at the end of the semester, special education teachers often cross into winter break carrying:
Data that must be finalized
IEPs that need follow-up in January
Behaviors that intensified with schedule changes
Parent conversations that didn’t get neatly resolved
Exhaustion that can’t be solved by a few days off
December is not a stopping point—it’s a handoff.
And without intentional support, teachers start January already depleted.
The Emotional Weight Doesn’t Pause for a Break
Special education teachers hold more than lesson plans and paperwork.
They hold:
Student regulation when routines fall apart
Family concerns that surface before long breaks
Team dynamics stretched thin by coverage gaps
Their own stress—so students can feel safe
As December ends, teachers don’t magically reset.
They carry what wasn’t seen, named, or supported straight into January.
What they wish administrators understood is this:
Emotional labor doesn’t disappear when the calendar changes.
“We’ll Deal With It in January” Often Means Teachers Carry It Alone
Many December challenges get deferred:
Incomplete evaluations
Service delivery concerns
Staffing issues
Behavior plans needing revision
And while January is a fresh start, teachers often carry these issues alone through break—mentally preparing for what’s waiting on the other side.
What special education teachers wish administrators understood is that unresolved December stress becomes January burnout.
Closing the year well matters.
Special Education Teachers Want to Start January with Clarity—Not Catch-Up
January should feel like a reset, not a recovery.
Teachers hope administrators enter the new year by:
Clarifying priorities instead of adding new ones
Naming what truly matters in the first weeks back
Protecting time for planning, reflection, and regrouping
Reducing unnecessary meetings early in the semester
Leadership in January isn’t about urgency—it’s about alignment.
When expectations are clear, teachers can focus on students instead of scrambling.
Wanting Rest Does Not Mean Lacking Commitment
As December ends, many special education teachers want the same thing:
To rest without guilt.
They want administrators to understand that:
Needing a break doesn’t mean they don’t care
Wanting boundaries doesn’t mean lowering expectations
Asking for flexibility doesn’t mean avoiding responsibility
Teachers don’t want to give less in January.
They want the capacity to give well.
What Strong Leadership Looks Like at the End of the Year
As we close out 2025, special education teachers feel most supported when administrators:
Acknowledge the weight of December openly
Offer grace without requiring justification
Name appreciation specifically—not generally
Reduce pressure instead of increasing it
Enter January with empathy, not intensity
Sometimes the most powerful leadership move is simply saying:
“You carried a lot this year. Take a breath. We’ll move forward together.”
A Final Reflection for 2025
Special education teachers don’t just need support during crisis moments—they need it during transitions.
December to January is one of the hardest transitions of the year.
When administrators lead with understanding during this time, they don’t just help teachers survive the school year—they help them stay.
As we close out 2025, may we remember:
Teachers are not machines
Rest is a leadership strategy
Empathy is not optional—it’s essential
Here’s to ending the year with intention
and beginning January with clarity, compassion, and shared responsibility.
If you’re a special education teacher or administrator heading into January feeling tired—but hopeful—you’re not alone.
Throughout the year, I share practical tools, leadership guidance, and real-world support designed to make special education work more sustainable and defensible—without sacrificing your well-being.
You can continue exploring resources, reflections, and coaching support at www.nicolettelesniak.com as we move into the new year—at a pace that honors both your students and yourself.
