Special Educators’ Use of Emotional Labor to Facilitate Collaboration

Collaboration with other adults is crucial for fulfilling special educators’ professional roles. Yet even though their emotions deeply shape their collaborative efforts, most teachers receive little training on how to navigate the emotional elements of their practice. In this study, we explore the ways that in-service special education teachers (SETs) experience emotional labor during collaboration with other adults. Through thematic analysis of interviews with 13 SETs, we demonstrate how SETs’ roles position them for unique forms of emotional labor, and how they use emotional labor strategies as a professional tool within interpersonal interactions and collaborative efforts with other adults. The present study serves to inform the design and implementation of future professional learning opportunities addressing the emotional dimensions of SETs’ collaborative efforts, as well as the structural supports needed to fulfill their professional roles.