This article presents an analysis of data collected--by semi-structured interviews and focus groups--from staff working with children with special educational needs (SEN) in England. The analysis highlighted the role of strong emotions, and how participants (unsurprisingly) experienced these differently, largely according to their position in their careers. Teachers' emotion work and emotional labour in their day-to-day roles were common and powerful themes within the respondents' experiences. The article identifies the significance of the study for the particular emotional qualities needed to work with children with SEN. The impact of daily demands upon staff is demonstrated, and the article goes on to reflect on the limitations of research on emotions in education. It concludes by examining the emotional characteristics that appear to be essential for a career in SEN and notes the powerful affective demands on those who work in this area. (Contains 3 tables.)