Special Educators’ Confidence and Training in Effective Transition Practices: A Statewide Assessment

Students with disabilities experience poorer post-school outcomes compared to their peers without disabilities. This study examined special educators’ confidence and knowledge in implementing evidence- and research-based transition practices (effective practices) and facilitating community connections within a single state. We administered a survey to 185 special education teachers across 57 Tennessee school districts. Participants rated their confidence in implementing 27 effective practices and connecting students to nine community supports and opportunities. Training history and professional development preferences were also assessed. Results revealed substantial gaps in educator confidence and preparation. Only one transition practice reached majority confidence, and confidence in facilitating community connections was similarly low. Teachers reported receiving no training on most transition practices, and when training occurred, it was primarily through in-service rather than pre-service preparation. Findings highlight the need for systematic professional development targeting effective transition practices, enhanced pre-service preparation programs, and sustained implementation support through mentorship or coaching.