In a recent story, a former Hartford student confessed that she graduated without knowing how to read. While this story is likely shocking to many, as a teacher, it doesn’t surprise me. Today’s educators are overworked and burnt out. Currently, the system is not doing justice for teachers or students – especially those needing additional support – and this story is proof. Fortunately, our schools can take specific measures –-like improving teacher recruitment and retention–- to ensure this never happens again. I am currently the only special education teacher at a school of nearly 600 students. Three of my special education colleagues left at the end of last school year – which is not uncommon, with 20% of teachers leaving Hartford Public Schools every year – and one in three of every new teacher leaving as well. While I do my absolute best to serve every student equitably, I struggle to meet everyone’s needs due to time constraints. Each student has their own specific set of challenges, and without necessary support staff and colleagues to collaborate with, I cannot give my students what they deserve. The challenges I face are not unique to my school; others across Hartford are grappling with vacancies and teacher shortages, particularly in special education. Twenty-six percent of special education roles are unfilled across the district; this has to change. A crucial step to addressing special education inequities in Connecticut is ensuring that quality talent is recruited and retained for special education teaching positions and supporting paraprofessional roles. In a 2024 survey, teachers ranked higher salaries, better benefits, and opportunities for higher pay in hard-to-staff schools or subject areas, like special education, as their top three choices. Hartford teachers have reported that compensation and benefits are the top reason they leave. Moreover, research shows that higher pay for effective teachers in hard-to-staff areas improves teacher retention and student achievement. If Hartford had implemented some of these proposed strategies, my colleagues may not have left, resulting in different outcomes. Teachers need manageable workloads to serve students effectively. Losing teachers due to a lack of sustainability in the role creates a domino effect for the rest of us. Given the number of vacancies, it is impossible to address each individual student and give them the time they need. It is incredibly stressful to know what students need but to not have the resources to provide it to them. As educators, we all want our students to succeed, but pushing them through the system is not successful. Our students will not thrive in classrooms plagued by high teacher turnover, crowded classrooms, and burnt-out educators. Changing this requires district-level efforts to improve teaching conditions and incentivize high-quality educators to accept roles and stay in Hartford. As Hartford works to improve schools, decision-makers must include classroom teachers in their discussions. We witness these challenges firsthand, meaning we are also closest to the solution. We must partner with the district in how we move forward to make necessary changes. To create a nurturing environment that delivers for students’ success, all educators—especially those in special education—need a seat at the table in district decisions. We cannot allow any more students to slip through the cracks. We owe our teachers and our students more. Ellen Van Der Jagt is a teacher in the Hartford Public Schools.