The Role of Resilience in Reducing Anxiety and Burnout among Teachers in Inclusive Education Settings

Description

Page: 1040-1045

Anju and Dalbir Singh Saini (Department of Psychology, School of Social Science and Humanities, Om Sterling Global University, Hisar, Haryana)

Educators, particularly those working in inclusive educational environments, are increasingly vulnerable to occupational stress and burnout due to the diverse needs of students, a lack of training, and insufficient institutional support. These stressors often lead to psychological conditions such as anxiety and burnout, threatening both teacher’s well-being and classroom performance. This review explores the concept of resilience as a psychological buffer that mitigates anxiety and burnout in teachers. Drawing on empirical studies from India and around the world, the paper highlights theoretical models of resilience, examines its relationship with teacher well-being, and outlines evidence-based strategies for promoting resilience among inclusive educators. The findings emphasize the importance of systemic, institutional, and personal-level interventions to build resilience and maintain emotional health in educational professionals.