Abstract
<title>Abstract</title> <p> <bold>Objective</bold> We estimated attrition among teachers educating autistic students in self-contained autism support (AS) classrooms and the association between attrition and teacher-, classroom-, school-characteristics, and evidence-based practices (EBP) implementation. <bold>Method</bold> AS teachers were followed from 2012–2013 to 2022–2023. Teacher and classroom characteristics and EBP implementation measures were collected as part of the consultation process; school characteristics were obtained from the [SCHOOL DISTRICT] and National Center of Education Statistics. We used Kaplan–Meier curves to describe attrition and Cox proportional hazards regression models to estimate the association between characteristics and EBP use and attrition. <bold>Results</bold> By their third year of teaching, more than half of AS teachers had left their position (estimated probability of remaining = .49, (95% CI [0.44,0.54]). Higher student attendance (HR = .97, 95% CI [0.94,0.99], p < .01), baseline positive reinforcement use (HR = .19, 95% CI [0.04,0.87], p < .05), and greater improvement in positive reinforcement use (HR = 0.63, 95% CI [0.40,0.98], p < .05) were associated with reduced hazards of leaving. Teaching kindergarten was associated with an increase (HR = 1.87, 95% CI [1.06,3.29], p < .05). <bold>Conclusion</bold> Attrition among AS teachers, working in schools serving historically marginalized students, exceeded that reported in prior studies. Attrition reflects a confluence of multi-level factors shaping the environments in which AS teachers work. These results highlight the importance of stable, supportive environments and targeted early-career support. Strengthening early consultation and EBP implementation may help reduce attrition, sustain a specialized workforce, and promote equitable educational opportunities for autistic students. </p>