Psychology of Violence, Vol 16(2), Mar 2026, 159-171; doi:10.1037/vio0000611
Objective: This study investigates how proximal factors such as student, family, and peer relationships, and school environment contribute to special educator experiences of aggression at school. Method: Electronic surveys were distributed to approximately 3,400 teachers across the United States, 430 of whom were special educators who answered at least one of the four open-ended survey questions. These responses were analyzed using deductive, directed content analysis. Results: Findings reveal that teachers attribute their most upsetting experiences with aggression to microsystems of classroom, environment, school policy, and administrator actions. Special educators also shared how student and teacher environments interacted to influence their experiences with violence and aggression in the workplace. Conclusions: Results suggest a need for increased administrator support of special educators, more effective and clear school disciplinary policies, and better placement of educators and students to increase student and teacher well-being. (PsycInfo Database Record (c) 2026 APA, all rights reserved)