A string of public‑forum speakers told the Charles County Board of Education on Nov. 4 that special‑education staffing shortages, scarce substitutes and mounting behavioral demands are endangering students’ access to appropriate services.

Special‑education teachers described an unsustainable workload and the loss of veteran staff. "My school has lost a 22‑year veteran special‑education teacher due to anxiety and stress," one teacher said, urging the board to address burnout and provide more direct supports. Another teacher said the system’s increasing administrative and progress‑monitoring requirements are drawing time away from direct intervention.

Parents and caregivers highlighted medically complex students who they said have missed weeks of instruction because necessary nursing or aide supports were not in place. "These are our most vulnerable children," a parent told the board. She urged an audit of special‑education delivery, more nursing and IA staffing, and faster responses so legally required Individualized Education Program (IEP) services are delivered in practice, not just on paper.

Several speakers also cited the decreased availability of classroom substitutes, which forced internal coverage and pulled special‑education staff from required service time. "Special‑education coverage is not extra or added — it is required," a fifth‑grade teacher said, describing examples where up to 10 positions went unfilled on a single day.

Board members acknowledged the concern and several said they’ll press for follow‑up. The board’s vice chair and superintendent noted an existing workload work group already convened to study planning time and teacher workload; members asked staff to prioritize substitute coverage and staffing for medically fragile students in near‑term budget and operational discussions.

Why it matters: Special‑education legal obligations (FAPE) require individualized supports. Teachers and parents told the board that implementation gaps are causing real instructional loss and staff attrition.

What’s next: Board and district leadership said they will follow up with additional meetings of the workload work group, evaluate substitute staffing protocols and review whether the special‑education department needs targeted audits or additional staffing. Parents were invited to provide details and evidence to staff for follow up.