Colleague Support Research Articles

Second-victim distress, organizational support, and interprofessional collaboration and posttraumatic growth in nurses.

To examine the prevalence of second-victim distress among nurses and the association of second-victim distress, organizational support, and interprofessional collaboration with posttraumatic growth. Medical errors are unavoidable in healthcare; however, when acknowledged and shared, they offer healthcare professionals an opportunity to learn and grow. Second-victim distress arises from learning from mistakes but can be stressful for nurses, prompting some to leave the profession. Furthermore, poor management may foster a culture of reluctance to admit errors. Therefore, addressing nurses' distress is crucial for posttraumatic growth and, ultimately, patient safety. The participants were 435 nurses working in general or tertiary hospitals who completed an online survey. This cross-sectional study followed the guidelines of the STROBE checklist. The collected data were analyzed using multiple regression analysis to determine significant factors influencing posttraumatic growth. Physical distress, interprofessional collaboration, colleague support, institutional support, nonwork-related support, professional self-efficacy, and the position of charge nurse significantly influenced posttraumatic growth. The regression model explained 32.2% of posttraumatic growth with isolation emerging as the most influential factor. Encouraging cooperation among healthcare professionals, mitigating physical distress, and providing organizational support are necessary to galvanize posttraumatic growth. Interprofessional medical collaboration and prevention of nurse isolation may be crucial for converting second-victim distress into posttraumatic growth. Careful consideration of factors influencing posttraumatic growth is necessary to develop interventions that can enable nurses to overcome second-victim distress and achieve higher-level growth. If nurses can successfully transform second-victim distress into posttraumatic growth, it will ultimately have a positive impact on patient safety and the quality of nursing care.

Rude, intelligent, iconic: farewell meeting to Mark Widdowson

This article is dedicated to a gathering organized by The Berne Institute and The Link Centre in memory of Mark Widdowson, an outstanding teacher, therapist, and supervisor in the field of transactional analysis. Over 300 people attended the event — colleagues, students, clients, and loved ones, — to share memories of Mark’s vibrant, eccentric, and inspiring personality. He is remembered as a person with a rare gift for authenticity, who supported his students and colleagues with warmth and humor. Many recalled his bold statements, unique teaching approach, wit, and invaluable lessons that ranged from professional inspiration to self-acceptance. Mark embodied passion and energy, a true force of nature who was at once kind, authentic, and vulnerable. Many expressed gratitude for his contribution to the normalization of neurodiversity and his support for students and colleagues, encouraging them by example to be themselves and remain genuine. In conclusion, the organizers created a “word cloud” — words associated with Mark that captured his values and the depth of his impact on the community.

Uncovering the Most Effective Pedagogical Techniques for Math Education Using Machine Learning

Many new math educators express that their first years in the teaching field are extremely challenging. They struggle to discover and apply the most effective teaching techniques and behaviors, often without the support of more experienced colleagues. In this study, we use machine learning to find the strategies that novice teachers can adopt to enhance their teaching effectiveness. The core aim is to uncover the relationship between teachers’ performance, as assessed by student evaluations, and their pedagogical methods. These strategies are derived from the final decision tree model, which is trained on a large dataset of empirical data from schools. The data consists of input from 72 math teachers of grades 7-9 and their students in Dubai, used to train two decision tree models: a classification tree and a regression tree. The structure of these trees is analyzed to identify and rank the effectiveness of nine teaching techniques—such as Visualization, Practice, Math Rules, Gamification, Collaboration, Problem-Solving, Case Studies, Assessments, and Language Switching—and four behavioral methods—such as Inspiration, Engagement, Entertainment, and Bonding— in relation to the Student Evaluation Index (SEI), which is derived from student feedback. Results indicate that techniques such as "gamification" and "inspirational behavior" are consistently associated with higher SEI scores across different tree configurations. However, factors such as the demographics and culture of both students and teachers may need to be considered when generalizing these findings to other regions of the world.

Quality of work life and turnover intention among auditors: evidence from Morocco

Purpose The purpose of this study is to model the relationship between quality of work life factors and turnover intention for auditors in Morocco. Design/methodology/approach The proposed research model gleaned from the literature is empirically tested using a structured questionnaire completed by 60 auditors working for Moroccan audit firms. Findings Tests results of partial least squares structural equation modelling provide evidence that “compensation and benefits” and “colleague support” have a significant negative impact on turnover intention while the “work–life balance,” “organizational prestige” and “workload pressure” are not predictive of turnover intention. Taken together, these results show that auditors are already aware of the work pressure they are under, and that adequate compensation and benefits and support from colleagues can alleviate and compensate this pressure. Originality/value This study adopted a non-previously tested research model, including quality of work life factors directly related to the auditing profession and their impact on turnover intention, examined in Morocco, which may provide new evidence to contemporary research conducted in developing countries with similar characteristics to the Moroccan auditing market.

QLTI-01. ASSESSING THE EFFECTIVENESS OF SUPPORT FROM ST. JUDE CHILDREN’S RESEARCH HOSPITAL TO VIETNAMESE TEAM IN TREATMENT FOR CHILDREN WITH BRAIN TUMORS

Abstract BACKGROUND Treatment for children with brain tumors requires multidisciplinary team (MDT) which is lacking in Vietnam which negatively impacts outcome. This study aims to describe the implementation and promotion of MDT approach in Vietnam with the support of St. Jude Children’s Research Hospital. METHODS We conducted a prospective descriptive study of St. Jude Children’s Research Hospital’s activities with the Vietnamese team between August 2023 and March 2024 and its impact on education, patient care and disseminating of MDC approach in Vietnam. RESULTS Onsite and online training were provided for the Vietnamese team during this time. The onsite training included exchange visits for both teams and St. Jude support for Vietnamese colleagues to attend regional and international neuro-oncology conferences. Online case discussions have been held every month from January 2024 and there are 40-60 participants each meeting from 5 main oncology centers in Vietnam. There are 3- 4 complex case discussions each meeting. A zalo group (a social media platform) for Vietnamese doctors (92 doctors) with multidisciplinary team members was established. After discussion, references and summaries of each case were distributed to the zalo group. For emergency cases, email consults are requested directly for timely input. In addition, key educational textbooks covering different disciplines of neuro-oncology (pathology, radiology and medical) were provided to different Vietnamese teams. All participants (92 doctors) found the online discussion (100.0%) benefical to further their knowledge in different fields (chemotherapy, radiation, pathology and surgery) and the outcome of consultations which guided teams to manage difficult cases. For some cases, pathology samples with local reports are sent to St. Jude to review the diagnosis and classification. CONCLUSIONS Training plays an important role in bringing knowledge and building team-based experience for Vietnamese clinicians in the treatment for children with brain tumor.

Transitions in development - an interview with Dorit Hockman.

Dorit Hockman is a Senior Lecturer in the Division of Cell Biology, Faculty of Health Sciences at the University of Cape Town, South Africa. Her group studies the dynamics of gene regulation in the developing nervous system. We chatted with Dorit over a video call to find out more about her career path, her return to South Africa to establish her independent research group, and the importance of having supportive colleagues and mentors.

Co-Creation through scholarship. The Queen Mary Academy learner interns' programme

Since 2021, the Queen Mary Academy (QMA) at Queen Mary University of London has been running its Learner Interns Programme (LIP). The aim of the LIP is to support educators to undertake student-voice scholarship projects in collaboration with our diverse learner population by annually hiring interns to work on projects. In 2023-24, over 140 applications were received. The poster will discuss how learning and development, for both staff and students, occurs via instigation of such research projects, valuing learner expertise and agency. Student engagement is an element of the Queen Mary Academic Careers Framework which supports academic career paths, and engagement with the LIP has the potential for educators to develop evidence for this. Examples showed how educators deepen their approach to reflection and identified opportunities to leverage research avenues with students as active partners, contributing to their scholarly profiles. As a complimentary point, examples of how interns develop critical thinking and communication skills within academic contexts were shared, covering how interns’ exposure to research helps prepare them for professional roles. The origin and evolution of the LIP was outlined, alongside approaches to intern recruitment, onboarding, co-responsibility training, and community building, that subsequently provide opportunities for the professional development of support colleagues who are involved. Delegates took away ideas around valuing students as partners within structured internships, with direct quotes from educators and support colleagues describing the impact this initiative has had on their professional development. This approach was displayed as an effective example of educational learning development, underpinned by student involvement, for which others may wish to copy its approach or explore potential future collaborations with Queen Mary.

The impact of training provisions on novice English language teachers in Hong Kong: A systematic review

AbstractThe early years of learning and the transition period are important for novice teachers. This systematic review investigated the influence that training provisions for novice primary and secondary English language teachers in Hong Kong have had on their initial workplace experience. From a large body of literature dated between 1980 and 2023, a final set of 20 articles that met our inclusion criteria was analysed using Kumaravadivelu's (2012) model of second language teacher education (consisting of the five modules of Knowing, Analysing, Recognising, Doing and Seeing). The findings were condensed into three thematic strands: (i) teacher authority: novice teachers can feel lost among different authorities (including ideological conflicts between university and school authorities) and their desire to establish their own teacher authority, but must eventually learn to think from the students' perspective to improve teaching, (ii) teacher socialisation: whether obtaining sufficient colleague and mentor support or not would lead to their diverse experiences, and (iii) two weaknesses in teacher preparation that require attention across both university preparation and in‐school training: the novice teachers were under‐prepared in procedural knowledge and in learning to theorize. These findings provide internationally relevant theoretical contributions that can advance the understanding of both novice teacher development and primary and secondary English language teacher training. From a practical perspective, the findings point to areas that need attention in novice language teachers' transition to the workplace and this may be relatable to international audiences. Context and implicationsRationale for this studyThis systematic review aims to reveal how the training provisions in Hong Kong have influenced early‐year primary and secondary school English language teachers' initial workplace experience.Why the new findings matterOur findings will reveal what impact training provisions for novice English language teachers may have on their initial workplace experience and what gaps may exist in such provisions.Implications for researchers, practitioners and teacher educatorsThe findings in this study can be applied to many other contexts like Hong Kong where English is used as one of the official languages or as a second language. Our recommendations can inform English language teacher education, by highlighting: (a) how novice teachers can feel lost between two different authorities: the school and the university; (b) how novice teachers can undergo a range of positive and negative experiences in their socialisation process; (c) how novice teachers struggle to develop their procedural knowledge; and (d) that novice teachers may not have received enough support in theory‐building.

Status and influencing factors of nurses’ organizational silence in general hospitals in eastern coastal cities of China

AIMSThis study investigated the status and influencing factors of organizational silence among 624 nurses in general hospitals in eastern coastal cities of China.MethodsThis study followed STROBE guidelines. During the period from January to April 2024, the researchers investigated 624 clinical in-service nurses in terms of general information, employee silence behavior, work engagement, and peer support, and analyzed the related factors affecting nurses’ organizational silence.ResultsThe total average score of nurses’ organizational silence was (33.88 ± 6.88), and the total score of work engagement was (69.23 ± 10.76); The total score of the colleague support scale was (90.02 ± 13.72), which was at the medium level. Univariate analysis showed that the scores of organizational silence of 610 nurses had statistical differences in departments, employment methods and professional titles (P < 0.05); Pearson correlation analysis showed that nurses’ work engagement (r=-0.530, P < 0.05), perceived colleague support a scale (r=-0.530, P < 0.05), colleague support B scale (r=-0.363, P < 0.05) were negatively correlated with organizational silence; Multiple linear regression analysis showed that department (β’value = 0.256, P = 0.001), employment mode (β’value = 0.115, P = 0.001), professional title (β’value = 0.741, P = 0.023), working years (β’value = 1.1110, P = 0.000), work engagement (β’value6.182, P = 0.000), colleague support scale A (β’value = 0.198, P = 0.003), and scale B (β’value = 0.485, P = 0.001) were the main influencing factors of nurses’ organizational silence behavior.ConclusionsIn this study, nurses’ organizational silence is at the medium level, and nursing workers with low outpatient service, contract system, professional title and working years, less work investment and poor support from colleagues are prone to silence behavior.

"SHIELDing" Our Educators: Comprehensive Coping Strategies for Teacher Occupational Well-Being.

Teaching is a physically and mentally challenging profession that demands high emotional involvement, often leading to stress and anxiety. Understanding how teachers cope with these demands is essential for enhancing their well-being and effectiveness. This study aimed to (1) investigate personal and school-based well-being initiatives that teachers use for maintaining their occupational well-being, and (2) develop a coping strategy model that enhances teachers' occupational well-being. This study utilised a qualitative phenomenological approach to explore the coping strategies of Australian primary school teachers. The twenty-one participants interviewed employed ten diverse coping strategies classified into five personal and five school-based well-being-enabling initiatives. The personal strategies included setting boundaries, exercise and physical health, social support and interactions, mental health and mindfulness, and work-life balance. The school-based initiatives comprised supportive leadership, colleague support, flexibility and autonomy, resource availability, and proactive approaches to address challenges. A novel SHIELD model incorporating Support, Health, Interaction, Empathy, Leadership, and Development strategies was formulated as a holistic coping strategy for enhancing teachers' occupational well-being. The findings highlight the necessity of a holistic approach to teacher well-being, integrating both personal and institutional support systems. Schools can enhance teacher well-being by fostering a supportive and empathetic culture, providing necessary resources, and encouraging healthy lifestyles. The SHIELD model offers a comprehensive framework for supporting teachers and improving educational outcomes.

Requested a Different Doctor: Developing and Evaluating an OSCE Assessing Core Skills in Supporting Trainees Facing Patient Discrimination.

Suboptimal support for colleagues experiencing discrimination can adversely impact clinician well-being and patient care. To describe resident performance and experience during an Objective Structured Clinical Examination (OSCE) case centered on supporting a trainee facing discrimination to inform enhanced, supportive learning environments. Formative, internal medicine OSCE at a simulation center. 148second-year residents across 2018, 2019, 2021, 2022. Residents had 10min to support a Muslim standardized intern (SI) experiencing discrimination from a patient. The SI rated resident performance across Supervision, Relationship Development, and Support domains and provided written feedback. Post-OSCE evaluations elicited resident reflections on case challenges. Proficient residents (≥ 80% average score across domains, n = 85) performed better in all items, except in not acting defensive and collaborating with SI to develop follow-up plan, compared to non-proficient residents (n = 65). The SI described effective approaches to feeling supported, including using empathetic statements, stating personal stance on discrimination, exhibiting supportive body language, and verbalizing support. Stating knowledge of situation upfront was an area of improvement. Residents found engaging the distressed SI difficult. Use of an explicit discrimination OSCE case can help identify effective approaches to supporting targets of discriminatory patients to inform future training.

Towards Digital Adaption: An Exploration of Chinese Social Workers’ Experiences of Digital Service Challenges and Coping Strategies in the Context of COVID-19

Abstract This study is based on interviews with sixty-three Chinese social workers to explore the challenges they faced and the strategies they adopted when using digital technology for front-line services during the coronavirus disease 2019 (COVID-19) pandemic. Employing an ecosystem theory, thematic analysis is applied to analyse interview transcripts. The findings reveal three major challenges faced by social workers: limited digital capital, digital-mediated service predicaments and the digital burden. To address the aforementioned challenges, social workers adopted four strategies: digital empowerment, adjustment of online service processes, leveraging the advantages of digital technology and asking colleagues for support. This study suggests enhancing support for social workers through improved digital training and psychological care, integrating digital-mediated social work skills into academic curricula, and fostering interdisciplinary partnerships to develop and utilize reliable digital tools, thereby improving the quality and effectiveness of social work in the digital age.

Exploring the Correlation Between Occupational Well-Being and Burnout: An Analysis of Bhutanese Teachers` Data

Aims: This study examined the relationship between teachers` occupational well-being and burnout as well as challenges faced by teachers, key drivers of their job satisfaction, factors contributing to their burnout, and suggestion for improving their well-being at school. The well-being of teachers was assessed focusing on affective, behavioral, and health components. Methodology: A cross-sectional survey study design was used to collect data from the teachers. The target population consists of all primary, middle, and secondary school teachers across the country. To ensure a representative sample, 402 Bhutanese teachers (primary, middle, and secondary school) across the country were selected by employing stratified random sampling method. Different teachers from different grades, schools, and years of experience were selected proportionately. A self-created structured questionnaire was applied to 402 Bhutanese teachers across the country, selected through stratified random sampling method. The instrument demonstrated strong internal consistency reliability, with Cronbach`s alpha coefficient 0.85, 0.78, 0.70, and 0.77 for affective, behavioral, and health well-being, as well as burnout constructs, respectively. Data were analyzed using descriptive statistics and inferential statistics (correlation analysis and two sample independent t-test) in RStudio. Results: Among the dimensions of occupational well-being, affective components like anxiety, depression, and emotional exhaustion require significant attention, with emotional exhaustion being notably high. Regarding potential stressors, high workload, paperwork, students` behavioral and disciplinary issues, and insufficient resources are the most pressing issues for most of the teachers. The most satisfying aspects of the job for teachers are having supportive colleagues, experiencing positive interactions with students, and receiving competitive salary and benefits. Conclusion: For policy makers and school administrators, the findings of this study underscore the importance of implementing strategies to mitigate emotional exhaustion, such as providing mental health resources, fostering a supportive work environment, offering professional development opportunities focused on stress management, and improving students` behavioral and disciplinary issues. Addressing the foregoing issues can lead to a decrease in burnout rates, ultimately improving teacher retention and the overall quality of education.

Experiences of unemployed and/or work-disabled cancer survivors who have pursued to return to paid employment: a focus group study.

To explore experiences of unemployed and/or work-disabled cancer survivors who have pursued to return to paid employment. Four digital focus group interviews were conducted with 16 cancer survivors (< 10 years post-diagnosis) who have pursued to return to work within the last 2 years. Interview topics included motivations, facilitators of and barriers to job seeking, and returning to and maintaining paid employment. Interview audio recordings were transcribed verbatim and analyzed using conventional content analyses. Participants were mostly female (94%), and the majority had successfully returned to paid employment (56%). Both intrinsic factors (e.g., sense of purpose, social interactions) and extrinsic factors (e.g., financial necessity) motivated their return to paid employment. During job seeking, participants experienced facilitators including support, personal qualities (e.g., life experience), and trial workplaces. Barriers included inadequate support, perceived employer discrimination, and work ability uncertainty. Returning to and maintaining employment was facilitated by flexible work, supportive colleagues, and intrinsic drive, while barriers included side effects (e.g., fatigue) and overly demanding work. Unemployed and/or work-disabled cancer survivors are generally motivated to return to paid employment by both intrinsic and extrinsic factors, but uncertainty about their ability and inadequate support may hinder this. These findings highlight the need for trial workplaces, support during every phase of return to paid employment, and a flexible, supportive workplace. Tailored interventions addressing the needs identified in this study are urgently needed. The recommendations provided offer strategies for various stakeholders to enhance support for unemployed and work-disabled cancer survivors.

Incidence and Factors Associated With Burnout Among Cardiac Anesthesiologists in India

ObjectiveMany previous survey have demonstrated high incidence of burnout among anesthesiologists. This survey was aimed to estimate the incidence and to understand factors associated with burnout among cardiac anaesthesiologists in India. DesignMembers of the Indian Association of Cardiovascular and Thoracic Anaesthesiologists (IACTA) were invited. The survey consisted of 2 sections: the initial section collected demographic data, work patterns, and factors associated with burnout perception. The second part assessed Emotional Exhaustion (EE), Depersonalization (DP), and Low Personal Accomplishment (LPA) using the Maslach Burnout Inventory Human Services Survey (MBI-HSS). SettingWeb-Based Survey ParticipantsMembers of IACTA InterventionsNone Measurement and ResultsA high score on EE (≥27 and/or ≥ DP 10) identified those at high risk for burnout. High risk of burnout in addition to LPA ≤33 was defined as burnout syndrome.Of the 2,262 IACTA members surveyed, 325 (14.35%) responded. Among them, 162 (49.8%) were classified as at high risk of burnout, and 91 (28%) met the criteria for burnout syndrome.Logistic regression analysis identified factors associated with a high risk of burnout were <5 years of experience (OR-3.53), insufficient external support (OR-2.87), limited personal time availability (OR-1.96), and considering leaving cardiac anesthesia (OR-3.61). Factors contributing to burnout syndrome were <5 years of experience (OR-3.83), inadequate workplace colleague support (OR-1.84), and considering leaving cardiac anesthesia (OR-2.43). ConclusionsThe burden of burnout syndrome is high among Indian anesthesiologists. Risk factors included younger age, inadequate workplace and external support, limited personal time, and contemplation of leaving cardiac anesthesia. There is a need for sensitization of various stakeholders and institute necessary measures to reduce the burden and impact of burnout.

How Can Schools Retain Secondary Emotional Support Teachers? Ask Them

&lt;i&gt;The population of certified special education teachers working and remaining in secondary emotional support classrooms continues to dwindle across the nation. This causes more and more students with Emotional Disturbance to work with a frequent turnover of educators or emergency-certified educators with possibly no prior experience. High school students who receive emotional support services are a vulnerable population that requires a supportive and well-trained special education teacher to help them make academic, emotional, and behavioral progress in the school setting and in achieving their post-secondary goals. This qualitative study explored five veteran schoolteachers’ experiences to identify the factors that have helped them remain in their careers and which ones discourage them from staying. The individual and focus group interviews identified several job-related factors that are consistent with previous literature (diverse student needs), evolution in some (administrator and colleague support), and different or newly identified factors (willingness to take risks, advocating for secondary student’s needs, educator’s personality) that require additional exploration.&lt;/i&gt;

Compassion fatigue and loneliness at work in nurses - the mediating role of resilience: a cross-sectional study.

Heavy workload, job stress and lack of colleague support can lead to loneliness and burnout in nurses. Caring for a patient with constant pain can cause compassion fatigue. Loneliness at work and compassion fatigue also negatively affect the quality of patient care. This study aims to determine the effect of resilience on loneliness at work and compassion fatigue in nurses. This is a descriptive cross-sectional study. The study was conducted with a total of 214 nurses. A statistically significant negative relationship was found between the level of loneliness at work and resilience, and between resilience and compassion fatigue in nurses. The mediating role of resilience was found to be significant in the effect of loneliness at work on compassion fatigue in nurses. The results of this study suggest empowering nurses who have loneliness at work and compassion fatigue. Compassion fatigue is seen as occupational deformation. Nurses need to learn how to manage compassion fatigue, develop coping skills and receive support to ensure job satisfaction. In addition, nurse managers should create a reasonable workload for nurses. These efforts can increase the job satisfaction and patient care quality of nursing departments.

Exploring the Impact of Obstetric Sonographers Dealing With and Supporting Patients Who Receive Negative Outcomes

Because of the complex circumstances in pregnancy, obstetric (OB) sonography requires dissemination of results, often during the examination, and the sonographer can be highly involved in that reporting. This creates a complex set of work responsibilities, in which patient support is of utmost importance, especially when the results are unfavorable. While patient experiences of receiving a negative outcome, during an OB sonogram, have been widely reported, there is a lack of literature on the experience of the sonographers involved in delivering this information. Thus, it is important to identify variables that impact providing ethical care for grieving OB patients. Sonographers in a maternal-fetal medicine clinic work very closely with a group of physicians, and other providers, in delivering unfavorable results, making communication, and understanding of roles of the utmost importance. Conversely, sonographers in a general OB/gynecology practice may not have the support of colleagues when communicating with the grieving patient. These demands may cause feelings of guilt, uncertainty, and stress, contributing to the experience of burnout for the OB sonographer. To prevent these feelings, it is important to consider ways to create a positive work environment and provide resources to protect sonographer mental health. Health care systems must ensure employee access to resources for managing stress, because of caring for grieving patients, and prioritize a healthy work environment, even during challenging times. Future studies are needed that investigate possible training materials, beyond basic hospital training, which targets the skill set needed to properly care for the grieving OB patient.

“We Lost Our Connection with the Children, the Smiles, the ‘Good Mornings’”: Caring for Special Education Pupils During the COVID-19 Lockdown

Special education teachers care for their pupils’ physical, emotional, and social needs, serve as the primary communication channel between the school and the parents, and coordinate other care workers such as paraprofessionals and psychologists. During the COVID-19 pandemic, the Israeli special education system moved to distance instruction, and slowly resumed operations following the first lockdown, even while the general education system remained shuttered. The life-threatening situation of the pandemic, where special education workers faced the crisis situation both personally and at the same time, professionally, in helping their students, families, and colleagues, created a situation of “shared trauma” for the teachers. Semi-structured interviews with 17 Israeli special education teachers were conducted to explore how they experienced the phenomenon of the pandemic. The teachers felt frustrated with the system, fearful for their health, lonely, and helpless in their ability to accomplish their job. Their work was negatively affected by masking and distance restrictions upon returning to the classroom. Many teachers benefitted from the support of colleagues and principals. We explore the implications for those who work with special education pupils and highlight the potential for increased cooperation and collaboration between care workers for their own benefit and the welfare of children.

Social assets and the career intent of teachers serving students with extensive support needs.

Decades of research indicate social support is vital for retaining teachers. However, little is known about social support for teachers serving students with extensive support needs. The purpose of this study was to explore whether collective social assets (administrative support, colleague support, paraeducator support, school culture) were associated with retaining special education teachers (SETs) who serve students with extensive support needs (e.g., intellectual disability, autism). Stepwise regression analyses and Analysis of Variance (ANOVA) were used to analyze survey data from SETs across the United States. Results showed that positive social supports are critical, and teachers serving students with autism reported the highest levels of social support in three of the four social assets categories. Implications for future research and practice are discussed, as well as a need to promote and better understand positive school culture as this variable weighed heavily across SETs.