Special needs education represents an emotion-laden context for teachers. The aim of this study was to analyse the forms and inducers of teachers' emotional labour in this specific context. Using a situational psychological approach, we analysed 167 critical incidents experienced by 50 special education teachers. Qualitative analysis revealed three passive forms of emotional labour (52.3%), particularly ‘To feel and express the positive emotions generated by a pleasant situation’, and three active forms (47.7%), especially ‘To master the negative emotions generated by an unpleasant situation’. These forms of emotional labour emerged from four categories of positive inducers (55.9%), particularly ‘Teachers' successful interventions with students’, and from four categories of negative inducers (44.1%), especially ‘Students' displays of aggressiveness’. Statistical analysis highlighted a strong association between passive forms and positive inducers, and between active forms and negative inducers. These results are discussed in relation to the specificities of teaching in special needs education.