Co-teaching models are designed to support collaboration between teachers, improving students’ learning, engagement, and interactions in the classroom. Broadly, co-teaching refers to the practice of pairing a general education teacher with a special education teacher to jointly deliver instruction to a shared group of students, including students with emotional disabilities (EDs). This approach has become increasingly prevalent in schools, as more students with EDs are being served in general education settings for the majority of the day. By the 2021–2022 school year, approximately 67% of students with EDs spent at least 80% of their school day in general education classrooms (OSEP, 2024). This demonstrates a significant shift toward inclusive education, reflecting greater efforts to support students with disabilities in the least restrictive environment and promote their academic and social competencies alongside typically developing peers.

While research shows that educators may enter co-teaching partnerships with varying levels of familiarity with co-teaching models, effective collaboration bridges these gaps and leverages each teacher’s strengths (Alsudairy, 2024). Two key components for collaboration include “cognitive contract” and “emotional consonance” between teachers. Cognitive contract refers to shared educational beliefs between teachers that value inclusive education, while emotional consonance requires trust and honest communication between co-teachers (Jortveit & Kovač, 2021). These concepts emphasize that successful co-teaching relies on shared goals and strong professional relationships.

Professional development and regular co-planning time enhance teacher collaboration and build skills for inclusive teaching (Alsudairy, 2024; McKenna et al., 2023). The consistent use of planning protocols can also help establish common teaching goals, shift classroom dynamics, and improve engagement (Embury et al., 2013). Furthermore, support from administrators and clear systems for implementation are essential in sustaining effective co-teaching models (Barron & Friend, 2024). Collectively, these resources and strategies ensure that teachers are equipped to meet the diverse needs of their students and support one another effectively. When teachers invest time in building trust, planning together, and sharing responsibilities, co-teaching becomes a powerful tool to meet all students’ needs.

Co-teaching can be implemented through several distinct strategies, each offering unique benefits for student learning and engagement (Jackson et al., 2017):

• Parallel Teaching involves both teachers delivering the same lesson simultaneously to two smaller groups of students. Each teacher speaks at the same time to their assigned group, often positioned on opposite sides of the room. For example, one teacher might lead a discussion with half the class on one side of the room while the other teacher does the same with the remaining students on the other side. This setup promotes more focused discussion, and increases student participation by allowing for more individualized interaction.
• Alternative Teaching is when one teacher instructs the majority of the class while the other works with a smaller group that needs targeted support. In a math lesson, for instance, one teacher might introduce a new concept to the whole class while the other reviews foundational skills with students who need additional help. This approach requires strategically grouping students to ensure that the small group receives focused support without becoming a source of distraction to themselves or the rest of the class.
• Station Teaching divides students into small groups that rotate between different learning stations. Each teacher facilitates one station, while a third may involve independent or peer work. For example, in a social studies class, students might rotate between stations examining artifacts and writing reviews.
• Team Teaching features both educators jointly delivering instruction to the entire class. For instance, one teacher might explain a science concept while the other performs a related experiment, demonstrating a smooth integration of content and instruction.

Research supports the positive effects of co-teaching on student performance, particularly when there are precise classroom management procedures and joint accountability between teachers aside from the one-teaching, one-assisting approach (Barron & Friend, 2024). This is especially true for students with EDs, who benefit from receiving support within general education classrooms rather than being pulled out for separate services. This continuity promotes inclusivity, reduces learning interruption, and practices social skills for SWD (Cramer et al., 2010). Additionally, students have reported that strategies like parallel and station teaching make lessons more interactive and tailored to their needs (Dale, 2024). These group-based approaches increase participation and allow for greater attention from teachers (Jackson et al., 2017). Having personalized support from teachers can establish positive student-teacher relationships, which are beneficial for student behavior and academic performance (Baker et al., 2008). Students also express a preference for co-teaching models in subjects like reading, math, and partner-based work, where having multiple teachers provide diverse perspectives and modeling opportunities (Dale, 2024). Although concerns exist that general education curricula may lack targeted interventions, evidence suggests that students with EDs still thrive through peer empowerment, individualized assistance, and high-quality instruction provided collaboratively by content and special education experts (McKenna et al., 2023).

The Path Program takes into consideration the benefits and approaches of collaborative teaching and uses an integrated co-teaching (ICT) model, which involves “specially designed instruction and academic instruction provided to a group of students with disabilities and nondisabled students” (NYSED). In Path classrooms, students are supported by both a general education teacher and a special education teacher who provide social-emotional and academic instruction to all students, and both teachers are supported to carry out this model through the above strategies, as well as the provision of co-planning time. 

In conclusion, co-teaching is a powerful and accessible approach that not only improves academic outcomes but also fosters stronger teacher collaboration and greater student engagement. As schools continue to move toward more inclusive practices, investing in co-teaching models (through training, resources, and strategic implementation) can ensure that all students, including those with emotional disabilities, receive the support they need to succeed within the general education setting.