Teachers, paras and related-service staff report staffing crisis; speakers urge caseload caps and retention pay

Teachers, paraeducators and school social workers told the committee that untenable caseloads and low pay are driving turnover and diminishing the services students receive.

Front line testimony: A December 2024 survey cited by Mary Yordan from Norwalk found special-education teachers were three times more likely to consider leaving by year-end; she said teachers listed competitive salaries, manageable workloads and consistent admin support as top retention factors. New Haven social workers said caseloads have grown from around 20 students to more than 50 in some cases, including crisis work that pulls clinicians out of schools.

Educators’ requests: Testimony recommended statutory caseload or workload limits for special-education teachers and all related-service providers (speech-language pathologists, school psychologists, social workers), higher pay for paraeducators and retention bonuses for certified staff. New Haven and other urban district witnesses described multi-school assignments for related-service providers that reduce service quality and continuity.

Why this matters: Speakers said the staffing crisis prevents schools from delivering timely evaluations, individualized instruction and required IEP services; several witnesses linked staff shortages to increased outplacement and to families’ need to hire private advocates.

Ending: School staff and union representatives asked the legislature to set caseload limits, invest in recruitment and retention, and align state funding so districts can hire and keep needed professionals.