STRESS MANAGEMENT STRATEGIES: EXPERIENCE OF EDUCATORS WORKING WITH CHILDREN WITH SPECIAL NEEDS

Authors

  • Irkhanova Nurjamol Abdushukurovna Doctor of Philosophy in the specialty "Social Psychology, Ethnopsychology" 19.00.05 on the topic: "Stress Resistance of Teachers of Special Schools" Samarkand State Institute of Foreign Languages independent researcher

DOI:

https://doi.org/10.55640/

Keywords:

Stress management, special education, emotional well-being, coping strategies, teacher resilience, children with disabilities, psychological support.

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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References

1.Jennings, P. A., & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. Review of Educational Research, 79(1), 491–525.

2.Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013. Education and Treatment of Children, 37(4), 681–711.

3.Zabel, R. H., & Zabel, M. K. (2001). Burnout among special education teachers: The role of student characteristics. Behavioral Disorders, 26(2), 93–99.

4.Sutton, R. E., & Wheatley, K. F. (2003). Teachers' Emotions and Teaching: A Review of the Literature and Directions for Future Research. Educational Psychology Review, 15(4), 327–358.

5.Schaack, D., Le, V., & Setodji, C. M. (2020). Teachers’ Stress and the Quality of Classroom Interactions in Early Childhood Education. Early Education and Development, 31(1), 1–17.

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Published

2025-07-30

Issue

Vol. 4 No. 6 (2025): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

STRESS MANAGEMENT STRATEGIES: EXPERIENCE OF EDUCATORS WORKING WITH CHILDREN WITH SPECIAL NEEDS. (2025). Journal of Multidisciplinary Sciences and Innovations, 4(6), 513-516. https://doi.org/10.55640/

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