This study had two main purposes. For this purpose, first, it analyzed the state of school accidents experienced by special education teachers in special school. Second, it also analyzed the structural relationship or paths that negatively influenced the teaching profession psychological and educational activities of special teachers through the response of surrounding people such as supervisors, colleague, and students’ parents after the school accident. For this, survey was conducted for 110 teachers in special schools. According to the results, first, special education teachers had experienced various types of school accidents including as a victims, offenders, or simple the persons concerned. Second, after school accidents, teachers perceived parents’ responses most negatively. Third, they experienced negative effects on teaching profession psychology and educational activities after experiencing school accidents. Fourth, according to the path analysis, school accidents affected indirectly on educational activities through parents’ negative responses and teaching profession psychology. The negative effects of responses from supervisors and colleagues were less compared to that of parents’. In discussion, educational implications were suggested.