Teachers of color positively impact all students, including students of color with disabilities. Yet, the special education teacher workforce is overwhelmingly white.

In our recent research, we found that special education teacher demographics are not keeping pace with changes in the student population.

In 2012, about 80% of U.S. public school teachers were white, including about 80% of special education teachers, while less than 20% were teachers of color. By contrast, in the same year, students of color constituted 47% of those diagnosed with disabilities.

In our recent study, we examined whether these numbers have changed. Analyzing multiple national datasets on the teacher workforce, we found the proportion of special education teachers of color has been static, even as the student population is rapidly becoming more diverse.

So, the special education teacher workforce is actually becoming less representative of the student population over time. Specifically, in 2012, 16.5% of special education teachers were people of color, compared with 17.1% in 2021. In that same span, the share of students with disabilities who are students of color rose from 47.3% in 2012 to 53.9% in 2021.

In fact, for the special education teacher workforce to become representative of the student population, U.S. schools would need to triple the number of special education teachers of color.

As scholars who study teacher recruitment and retention and teacher working conditions, we are concerned that this disparity will affect the quality of education students receive.

Why does a diverse teacher workforce matter?

For children of color, the research is clear: Teachers of color are, on average, more effective than white teachers in providing positive educational experiences and outcomes for students of color, including students of color with disabilities.

One study found that low-income Black male students who had one Black teacher in third, fourth or fifth grade were 39% less likely to drop out of high school and 29% more likely to enroll in college.

Moreover, teachers of color are just as effective as white teachers – and sometimes more effective – in teaching white students.

Providing pathways

The U.S. has institutions dedicated to attracting and retaining educators of color: Programs at historically Black colleges and universities, Hispanic-serving institutions and other minority-serving institutions prepare a substantial number of new teachers of color annually.

Further, many local initiatives support educators of color and attract teachers who might not otherwise have opportunities to join the profession.

These include: Grow Your Own programs that recruit effective teachers of color from local communities, teacher residency programs that help schools retain teachers of color, and scholarships and loan forgiveness programs that support all teachers, including teachers of color.

However, the U.S. educator workforce faces broad challenges with declining interest in the teaching profession and declining enrollment in teacher preparation programs. In this context, our findings indicate that without significant investments, the teacher workforce is likely to remain predominately white – at significant cost to students with disabilities.

Anti-DEI movement cuts funding

While there have been long-standing challenges, recent steps taken by the Trump administration could limit efforts to boost teacher diversity.

In its push to end diversity, equity and inclusion programs, the administration has cut grant funding for programs designed to develop a diverse educator workforce.

The administration has also cut millions of dollars dedicated to training teachers to work in underfunded, high-poverty schools and has threatened additional funding cuts to universities engaging in equity-based work.

These federal actions make the teacher workforce less adept at addressing the substantial challenges facing U.S. schools, such as declining interest in the teaching profession and and persistent racial disparities in student outcomes.

Given the strong evidence of the benefits of teachers of color and the national trends that our research uncovered, federal and state investments should prioritize supporting prospective teachers of color.

Elizabeth Bettini's research has been funded by the US Department of Education's National Center for Special Education Research within the Institute of Education Sciences, the US Department of Education's Office of Special Education Programs, and the Spencer Foundation. She is affiliated with the Council for Exceptional Children's Division for Research and Teacher Education Division, for which she edits the journal Teacher Education and Special Education.

LaRon A. Scott has received funding from the U.S. Department of Education Office of Special Education Programs. He is affiliated with the Council for Exceptional Children's Teacher Education Division and the American Association for Individuals with Intellectual and Developmental Disabilities.

Tuan D. Nguyen receives funding from the National Science Foundation to do work around STEM teachers and computer science education.