Even though BIPOC students are overrepresented in special education, most of their teachers are white. In fact, in the 2017-18 school year 79 percent of public school teachers in the United States were white. Further, in schools that were predominantly Latine, Black, Asian, or Indigenous/Native, the majority of teachers were white. This disparity is especially prominent in special education, where only 18 percent of special educators are BIPOC as compared to the racial makeup of the K-12 student population (50 percent students of color) and of the proportion of students of color in special education (47%). 

This is especially concerning as there is already a national shortage of special educators, with 6 percent of special educators leaving the profession each year. However, special educators of color are more likely to stay in the profession than white special educators; this is particularly true in urban schools. 

The underrepresentation of teachers of color in special education most affects students of color with disabilities, especially as special educators of color have historically served as strong advocates for students of color with disabilities. Special educators of color propose changes to exclusionary and discriminatory school policies that harm students of color while also creating student experiences that are culturally and academically affirming. Learning from teachers of color has been proven to benefit drop out and high school graduation rates, while also significantly increasing reading and math scores. 

The clear impacts for students of color, especially those in special education, make it absolutely crucial that educational systems work to retain special educators of color, particularly in schools with majority BIPOC student populations, while also recruiting and supporting more people of color on special education pathways. 

By Anika Lanser, Research Assistant at the Center for Social Development and Education