| Summary: | In the UK, men make up the minority of teachers in educational settings of all types. This pattern is exaggerated in nursery, primary and special schools. In English speaking countries across the world, there have been calls for an increase in the numbers of male teachers. In the UK, the vast majority of these calls have been focused on the area of primary and early years education and the apparent need to recruit more men. The issue of the perceived lack of male teachers has been subject to much discussion and debate, with studies investigating the reasons for the comparatively low numbers of men working in education. Teachers who work in schools for children with special educational needs appear to have been overlooked in the existing body of research. This study takes place within a broad social constructionist framework. An exploratory purpose was adopted, which does not aim to test or prove existing theory but to gain the experiences of men who teach in special schools. Semi-structured interviews with six male special school teachers were conducted and the data analysed using interpretative phenomenological analysis. Several concepts emerged from the interviews, related to the participants relationships with others, activities they take on in school, expectations of others and contradictions both within and between participants. The concepts of men as 'other' and SEN as 'other' appeared central to the participants' experiences. The findings are discussed using Positioning Theory to develop an understanding of the experiences of male teachers in special schools. The implications for further research, practice within education and educational psychology specifically are explored.
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