Support in Special Education

NSEA to prioritize funding for behavioral support for students

While Lincoln Education Association member Kate Regler has more than a decade of experience in the classroom, this is her first year in Special Education. Regler became a certified special education teacher in 2018, but she is in her first year as a special education resource teacher.

In the past decade, the number of students with disabilities has grown nationally, along with an increasing mental health crisis. Shortages of qualified educators to fill open special education vacancies have been a challenge for districts in Nebraska for both rural and urban schools.

What Members Need
Results of a late-September member survey provided insights into the challenges educators are seeing within special education, specifically the need to expand external behavioral support for special education students.

In special education, “Tier 3” refers to the most intensive level of intervention for students within a multi-tiered system of support. Tier 3 interventions are individualized to the student and often require smaller student-teacher ratios. Regler explains that the needs of her students in the Tier 3 classroom, where she spends a portion of her day, are diverse and complex.

“In the Tier 3 room we get a mixture of kids," Regler said. "In addition to concerning behaviors, some have mental health concerns. We have also had students who exhibit extreme behavioral challenges, such as aggression and they throw things or furniture. We have students with heightened sensitivity to sensory stimuli.

“Despite having very supportive building administration, it can be quite overwhelming.Imagine one student is having a behavior and is throwing things, which sets off another student who can’t handle extra stimuli. Some days are like this and all you can do is respond to the disruptions.”  

What Students Need
Regler believes that in an ideal environment, special education would have two alternative placements or programs for kids needing Tier 3 interventions.

“One placement or program would be tailored to mental health specifically, and the other would focus on adverse behaviors,” she said. “Unfortunately, in our Tier 3 rooms there isn’t always a way to accommodate both.”

Nebraska does have Level 3 facilities staffed with trained professionals, including behavior specialists, counselors, psychologists and special education teachers. However, many of these facilities are operating at full capacity and are unable to accommodate additional students.

The process to get a student placed into a Level 3 facility can sometimes be tedious.

“We document everything, including incidents, referrals and suspensions. Due process can sometimes feel like a long process, especially when the student is exhibiting aggressive or harmful behaviors despite multiple plans and interventions,” Regler said.

Even after completing the process, there is no guarantee a student will be placed in a Level 3 facility due to capacity. The delay in providing students with the necessary resources of a Level 3 facility can place both educators and students in potentially dangerous situations.

Regler, like all teachers, wants her students to have the opportunity to reach their full potential.

“When we're able to get students in an alternative setting where there’s additional structure and trauma-informed educational practices,  they can be successful,” she said. “Traditional buildings don't always have the staffing or—quite frankly—the mental health staff necessary to support all kids.”

On the Frontlines
Behavioral issues in Nebraska classrooms have increased in recent years, many of which are tied to broader societal, developmental and systemic factors. The expectation that educators address all societal inequities stems from the unique position of educators as frontline responders to students' needs, but it's time for policymakers to provide the necessary funding, training or resources to support these efforts effectively.

NSEA’s 2025 State Policy Agenda Priorities (right) focus on reforms to support educators like Regler who have students in need of external behavior support.  

In the upcoming legislative session, NSEA will advocate for increased state funding for critical programs, such as Level 3 facilities, that operate outside of schools but are vital to supporting student needs.

Member voices are essential in driving these legislative initiatives forward. Sharing your story can shed light on the challenges and inspire lawmakers to take meaningful action toward building a stronger, more supportive education system.

Any member interested in sharing their story can contact their NSEA Organizational Specialist or call NSEA at 402-475-7611 or toll-free at 800-742-0047. Members can also send questions and information through the 'Contact Us' feature of the NSEA website at www.nsea.org/contact-us.