Paraeducators are beginning to serve a far more instructional and service delivery role in the field of special education. Currently, paraeducators have begun to have roles and responsibilities that are similar to that of a lead special education teacher. Research supports the prevalence of occupational stress among special education teachers. Furthermore, research supports the connection between occupational stress and mental and physical health problems. Therefore, there is a likelihood that paraeducators are in a position to be at risk for developing occupational stress.

Eighty-seven special education paraeducators were surveyed to collect information on emotional exhaustion, mental health, vitality, demographics, job-specific characteristics, student-specific characteristic, training and preparation, three levels of demand (quantitative, cognitive, and emotional), role conflict, role clarity, job satisfaction, locus of control, and sense of efficacy. Hierarchical multiple regression analysis was conducted. It was found that role conflict, emotional demand, and time in current position were the best predictors of emotional exhaustion. Role conflict and emotional demand were the best predictors of both poor mental health and poor vitality.