STRESS MANAGEMENT STRATEGIES: EXPERIENCE OF EDUCATORS WORKING WITH CHILDREN WITH SPECIAL NEEDS
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Abstract
This article explores stress management strategies among educators working with children with special needs. It examines common stressors in special education environments and presents practical methods used by teachers to cope with emotional and physical challenges. Drawing from contemporary psychological research and practical experiences, the article highlights the importance of institutional support, self-regulation techniques, and peer collaboration in maintaining emotional well-being. The findings emphasize that sustainable stress management is crucial not only for educators' mental health but also for improving learning outcomes for children with disabilities.
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