In a workshop titled Fit for Duty: Setting Realistic Expectations for School Bus Drivers of Students with Special Needs, industry veterans explored the challenges and nuances of finding and retaining drivers equipped to meet the needs of students with disabilities during the Transporting Students with Disabilities (TSD) and Special Needs Conference in November.

The session featured Alexandra Robinson, a 34-year education veteran who has served as a special education teacher and executive director of the Office of Pupil Transportation in New York City; David Johnson, Iowa Association for Pupil Transportation executive director; William Tousley, a Farmington, Michigan Public Schools bus driver trainer; and Lorena Valenzi, head bus driver trainer from the Shenendehowa Central School District in New York.

Panelists began with the premise that the correct fit for a driver for students with disabilities or special needs is “more than just a good hire” in an era when a shortage of drivers can easily lead to a quantity-vs.-quality tug of war.

Tousley, who joked that after 48 years in the transportation business he is “starting to like it,” said despite perpetual driver shortages, hiring practices must center around drivers who are best qualified to safely transport children with special needs. “What really matters is how we take care of the kids,” he said.

Others also acknowledged the difficulties of balancing the immediate need for quantity with the critical need for quality in hiring. As Tousley noted, “It’s harder to get rid of people than to hire them,” making the initial selection process crucial. Valenzi described how her district’s office staff, including mechanics, often step in to cover routes, raising concerns about operational decision-making when key personnel are behind the wheel.

Robinson stressed the importance of hiring drivers who are not only physically fit but emotionally and mentally prepared for the unique challenges of transporting students with special needs. “We must separate the behavior from the passenger,” she explained, emphasizing that the role requires patience, adaptability and empathy.

Robinson noted that children’s behaviors and attitudes have changed over the years, which necessitates changes in driver qualifications and traits. “Have kids stayed the same? They have not,” she said, highlighting the need for flexible training tailored to various applicant backgrounds, whether they come from military, factory or corporate settings.

Training emerged as a central theme, particularly for emergency preparedness in the wake of a 2017 Riverside (Iowa) School District tragedy in which a driver was physically unable to escape a bus fire that also claimed a student’s life.

Panelists underscored the importance of agility tests, routine camera reviews and open communication with parents and school staff. “We can’t guarantee the safety of children in emergencies unless we practice with them,” said Robinson. She added that cameras should be celebrated as tools to ensure safety and accountability.

Tousley reflected on the trust placed in drivers: “In what other industry can you pull up in a big vehicle, and they’ll give you, their kids?”

Panelists stressed the critical role drivers play in fostering community trust and bridging the gap between transportation and education.

Finding the right fit for drivers goes beyond hiring. Robinson urged districts to reassess existing staff and address those whose attitudes or inflexibility hinder the team. “If you hesitate to say you want this person driving a child, they shouldn’t be there,” she asserted.

The session also reinforced the concept that school transportation is an extension of the classroom. “We’re here to make a difference in kids’ lives,” Tousley said. From greeting students warmly to understanding their daily struggles, drivers can positively impact children’s school experiences.

Panelists agreed that by fostering patience, flexibility and strong communication, transportation departments can better support students with special needs while maintaining a high standard of service even in the face of persistent driver shortages.

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The foundations of transporting students with disabilities and special needs begin with recognizing that vehicles are an integral piece of the entire school experience and that transportation professionals have a central role in Individual Education Programs (IEPs), three panelists said during the Transporting Students with Disabilities (TSD) and Special Needs Conference in Frisco, Texas last November.

Panelists Alex Robinson, Rosalynn Vann-Jackson and Susan Moorehead emphasized every transportation department professional’s responsibility in supporting the academic and personal growth of students with disabilities.

“What happens on the bus is an extension of the classroom and can make or break that student,” industry consultant Robinson explained. “We need to make sure drivers, transporters and parents understand that the goals on the bus match the goals in the classroom. And that can’t happen without effective communication.”

Vann-Jackson, the chief support services officer with the Broken Arrow Public Schools in Oklahoma, stressed the importance of leveraging the collective knowledge of transportation teams. “One thing I’ve learned in pupil transportation is you can’t do it all yourself. Look to the people on your left and right,” she said.

Susan Moorehead, area safety and training manager for Zum Services, agreed. “This is a career where you can make a difference in enhancing the education process of students,” she added. “It’s so much more than driving—it’s about shaping a part of their educational journey.”

The panelists highlighted the evolving role of transportation professionals in IEPs, which are legally mandated under the Individuals with Disabilities Education Act (IDEA). These plans ensure students receive a free and appropriate public education in the least restrictive environment.

“Transportation is a related service under the law, but we often don’t treat it as such,” Robinson said. “The least restrictive environment for transportation starts with general education buses, yet too often we default to special education buses without fully considering the student’s needs.”

The panelists advocated for transportation professionals to be included in IEP meetings, especially when changes in placement, equipment, or support are being discussed.

“You are the expert in transportation,” Vann-Jackson said. “You see things every day that teachers and administrators don’t. If a child has seizures triggered by flashing lights, you need to share that. If there’s a new wheelchair that needs securing, you’ll know how to handle it before anyone else.”

Moorehead added, “Transportation professionals are part of the educational process, not just vendors dropping off students. … It starts with the contract and getting involved immediately with the special education department. … Build relationships with special education departments and show them the value you bring,” Moorehead said.

The panel also addressed the challenges faced by transportation teams, from managing sensitive medical information to maintaining student safety during emergencies.

“There needs to be a chain of custody for medication on the bus. A backpack is not the best place,” Robinson said. “And confidentiality is critical. Drivers shouldn’t be discussing a student’s medication or behavior over the radio.”

Vann-Jackson emphasized the importance of selecting the right people for the job. “Drivers and attendants need to have patience, compassion and the ability to work with children from all backgrounds. If someone tells me they don’t like kids, I tell them UPS is hiring,” she said.

She continued, “It’s not just about attendance and whether we can count on that driver or attendant. It’s about temperament. They need to be able to communicate back to children with patience. We have to provide tools and resources, and they have to be willing to take on those tools and resources.”

Technology and training also play key roles in enhancing the transportation experience. Moorehead highlighted the use of artificial intelligence and other innovations to better understand students’ needs. “The children who need us the most are the ones we can know the most about, thanks to technology,” she added.

The panelists closed the discussion with a call to action: Involve transportation teams early and often in the educational process.

Robinson shared the poignant example of a 22-year-old student whose love for school kept him alive beyond his expected lifespan. “Transportation professionals are part of that IEP team, and what we do matters. Don’t hesitate to speak up and demand the resources you need to provide the best possible service for these students,” she told audience members.

She cautioned, “The reason districts or contractors get into trouble is they know something is important and they don’t ask for it or demand it.”

In the end, the message was clear that pupil transportation is about more than simply getting students with disabilities and special needs from Point A to Point B; it’s about ensuring they arrive ready to learn, grow and thrive.

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