Abstract
Teacher turnover is a pervasive issue in schools across the United States, particularly in high-needs and high-poverty schools, further exacerbating educational inequalities. Research consistently links teacher turnover to attrition, driven by stress, heavy workloads, and burnout. Teacher turnover is detrimental to student achievement and school improvement, impacting students with and without disabilities. While school psychologists are uniquely positioned to serve as systems-level change agents who can support schools facing high teacher turnover, early-career school psychologists (ECSPs) often enter the field with professional and personal challenges, including limited or no supervision, developing professional identities, and large caseloads they are learning to manage. Furthermore, as teacher shortages persist in the post-pandemic era, school psychologists are likely to encounter schools experiencing teacher turnover and challenges they may be underprepared to address. This project addresses a critical gap by equipping ECSPs with tools to address challenges related to teacher turnover, with the aim of promoting continuity, collaboration, and student well-being in schools. Founded on a comprehensive review of the scholarly literature, this project includes a website focused on teacher turnover and provides easily accessible tools that school psychologists, especially ECSPs, can use to support classrooms with new or no teachers.