Invisible Strain: Rethinking Schools for Teachers with Disabilities
While student health, wellbeing, and inclusivity are at the forefront of modern education, the needs of another important population have largely been ignored. Recent research found that approximately 12% of surveyed educators identified as having a disability or health condition that impacts their experience in the built environment. Much like the students in their classrooms, these educators embody a broad range of experiences — including physical limitations, sensory sensitivities, chronic health conditions, fatigue and chronic pain, learning differences, and more — that can contribute additional strain and stress to their already demanding roles. Understanding the perspectives, pain points, and unique value of educators with disabilities represents a valuable opportunity to enhance learning environments with much-needed support.
