Vol. 51 No. 1 (2026), Articles
Professional stress level of teachers working with children with autism spectrum disorder: the results of a pilot study
Articles
Published
31.03.2026
Keywords
autism spectrum disorder
professional stress
special educators
psycho-emotional stress
professional support
professional stress
special educators
psycho-emotional stress
professional support
Abstract
The professional activities of teachers working with children with autism spectrum disorder (ASD) are characterized by a high emotional and psychological burden. This situation can lead to an increase in the professional stress of teachers, emotional exhaustion and a decrease in professional well-being. Currently, one of the pressing issues in the field of special education is the study of the psycho-emotional state of teachers and the identification of effective ways to reduce professional stress. In this regard, it is scientifically and practically important to identify the features of professional stress of teachers working with children with autism spectrum disorders, and to study possible ways to reduce it. In the course of the study, a survey of teachers was conducted aimed at identifying the level of professional stress and factors affecting it. The study involved 25 educators working with children with autism spectrum disorder. The survey consisted of closed and open questions. Closed questions were rated on the Likert scale, and in some questions respondents had the opportunity to choose several answer options. The obtained data were processed by quantitative and analytical analysis methods. The results of the study showed that the professional activities of teachers are characterized by a high psycho-emotional burden. A significant proportion of respondents noted that working with children with autism spectrum disorder requires constant emotional stress. The main factors of professional stress are the complex behavior of children, a high level of responsibility, features of interaction with parents and the slow manifestation of work results. Also, teachers showed signs of emotional burnout, irritability and fatigue at the beginning of the working day. The results of the study showed that educators most often resort to social support and self-regulation methods to reduce stress. Respondents rated such types of support as psychological counseling, methodological support, training on stress management and exchange of professional experience. The results of the study show the need to develop a system of comprehensive support at the level of educational organizations to reduce the professional stress of teachers working with children with autism spectrum disorders. The introduction of programs aimed at maintaining the psychological well-being of teachers, strengthening vocational training and methodological support, as well as optimizing the workload can contribute to improving the professional efficiency of teachers and improving the quality of special educational services.
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