Conducted by a collaborative team from the Hebrew University of Jerusalem and the University of Haifa, the study surveyed 329 Jewish and Arab high school teachers amid eight months of protracted conflict. This demographic cross-section allowed for nuanced insights into how educators from diverse backgrounds experience and cope with war’s psychological burdens. Importantly, the research disentangles the objective exposure to traumatic events from the subjective emotional toll these events exact, illuminating the pivotal psychological processes that underlie professional exhaustion.

Contrary to conventional assumptions that direct exposure—such as being evacuated or knowing war casualties—is the primary driver of burnout, the findings underscore the supremacy of internal psychological experience. Subjective feelings of helplessness, stress, and emotional distress were markedly stronger predictors of burnout than any measurable external exposure to war events. This paradigm shift calls for a reevaluation of how educational stakeholders measure and address teacher well-being in conflict zones, moving beyond simplistic exposure metrics toward comprehensive emotional support systems.

Central to this transformative research is the concept of “cognitive reappraisal,” an adaptive emotion regulation technique allowing individuals to reframe and reinterpret adverse situations, thereby altering their emotional impact. Teachers who habitually employed cognitive reappraisal reported significantly lower burnout symptoms, suggesting that resilience is not a static trait but a dynamic skill that can be cultivated. This insight opens fertile ground for targeted interventions aimed at fortifying educators’ psychological defenses amid chronic crisis.

Cognitive reappraisal operates by modulating the appraisal phase of emotional processing, where individuals reassess potentially distressing stimuli to diminish negative affective responses. In the context of war, this might mean viewing dangerous or distressing events through a lens that emphasizes controllability, meaning, or personal agency rather than threat or victimhood. This form of emotion regulation interrupts the cascade of stress responses that contribute to chronic exhaustion and cynicism—hallmarks of burnout.

The implications for policy and practice are profound. Traditional support mechanisms for educators in conflict zones often concentrate on logistical or physical safety measures. However, this study advocates for the integration of psychological resilience training into professional development curricula. Workshops designed to nurture cognitive reappraisal skills could empower teachers to maintain efficacy and emotional stability, thereby preserving the educational infrastructure during tumultuous times.

Moreover, by prioritizing emotional resilience, educational institutions affirm the interconnectedness of teacher well-being and student mental health. Teachers’ psychological distress does not occur in a vacuum; it reverberates through classrooms, affecting student engagement, learning outcomes, and overall school climate. Hence, bolstering teachers’ emotional tools is tantamount to safeguarding the broader educational ecosystem.

The interdisciplinary collaboration behind this study—melding social work, special education, and brain research expertise—strengthens its theoretical and practical grounding. It acknowledges that addressing teacher burnout, especially in war contexts, necessitates a multi-faceted approach that includes neurological, psychological, and social dimensions. This holistic methodology enhances the robustness of the study’s conclusions and points toward integrative support frameworks.

The research further challenges educational leaders and policymakers to rethink metrics of resilience and burnout. Instead of solely quantifying external factors such as war-related events, there is an urgent need to develop and implement assessment tools capturing subjective emotional states. Such tools can inform more precise, individualized interventions rather than broad, one-size-fits-all approaches, promoting more effective resource allocation.

Underlying the study is a nuanced appreciation for the complexities of human emotion under duress. Burnout is not produced merely by exposure to adversity, but by the intricate interplay between external events and internal psychological processes. This insight aligns with recent advances in affective neuroscience and cognitive psychology, which emphasize the malleability of emotional responses through cognitive strategies—a beacon of hope amidst crisis.

The findings also highlight the particular vulnerability and resilience of teachers amidst the Israel-Hamas war, who must balance their roles as educators with being members of communities under threat. This dual identity intensifies emotional distress, making effective coping mechanisms indispensable. Recognizing and supporting this dual burden is essential for sustaining teacher motivation and preventing attrition.

Looking ahead, the study’s authors advocate for experimental trials of cognitive reappraisal training in real-world educational settings affected by conflict. Such intervention studies could quantify how strengthening emotion regulation translates into measurable reductions in burnout, improved teacher retention, and enhanced student support. This research trajectory promises to transform crisis response strategies in education.

In an era where protracted conflicts increasingly affect civilian populations, including educators, the study offers a timely, evidence-based blueprint for psychological intervention. It underscores that while war’s external ravages are inevitable, the internal emotional landscape can be reshaped through deliberate, skill-based approaches. This empowerment narrative not only serves educators in Israel but resonates globally wherever educators endure chronic stress.

Ultimately, this groundbreaking research reframes the conversation about teacher burnout in wartime, shifting the focus from what happens to educators to how they internally experience and regulate these events. By embracing the science of cognitive reappraisal, education systems can equip teachers with the resilience necessary to withstand the emotional storms of conflict and continue illuminating the path for future generations.

Subject of Research: People

Article Title: The effects of war on teachers’ burnout: The moderating role of emotion regulation

News Publication Date: 21-Jan-2026

Web References:
DOI: 10.1016/j.psychres.2026.116942

Keywords: Professional development, Education administration, Mental health

The central thrust of this investigation lies in understanding how psychological resilience among preschool teachers correlates with their efficacy in managing classrooms during global crises. Preschool educators often serve as the bedrock of early development, yet their mental well-being can be considerably impacted by the abrupt transition to remote teaching, hybrid models, and the need for enhanced health protocols. The study meticulously evaluates the interplay between these psychological elements and practical classroom management techniques to reveal how targeted interventions can bolster both teacher mental health and student outcomes.

The researchers developed a comprehensive teaching program explicitly designed for preschool teachers grappling with the multi-layered challenges imposed by the pandemic. This program integrated cognitive-behavioral support, stress management techniques, and innovative classroom management methodologies adaptable to both in-person and virtual settings. By delivering this program during the pandemic, the researchers were able to assess real-time effectiveness and pave the way for future educational policy frameworks addressing teacher support systems.

One of the pivotal findings underscores that psychological factors such as anxiety, burnout, and perceived self-efficacy significantly influenced how teachers managed their classrooms. Those educators exhibiting higher resilience and lower stress levels demonstrated more adaptive and flexible classroom management practices. Crucially, the intervention program contributed to enhancing teachers’ coping mechanisms, facilitating a smoother transition between different teaching modalities mandated by pandemic-related restrictions.

The methodology adopted in this study was robust, employing both quantitative and qualitative measures to capture a nuanced picture of teacher experiences. Surveys administered before and after participation in the teaching program quantified changes in psychological well-being and classroom management effectiveness. Meanwhile, in-depth interviews provided insights into the subjective experiences of educators, revealing nuanced challenges and breakthroughs that numbers alone could not capture.

In highlighting the psychological burdens shouldered by preschool teachers, the study draws attention to an often-overlooked segment of the educational workforce. Early childhood educators typically receive less institutional support compared to their counterparts in higher grades, a disparity exacerbated during the pandemic. By tailoring intervention programs to this demographic, the authors advocate for a paradigm shift in educational support, emphasizing mental health as integral to teaching efficacy.

The classroom management practices examined include strategies for maintaining student engagement, managing behavioral issues, and fostering a positive learning environment — all of which took on new complexity in virtual and hybrid classroom settings. The research shows that the teaching program empowered teachers with tools to create more structured yet flexible classroom environments, enabling better adaptation to fluctuating circumstances without sacrificing educational quality.

A noteworthy aspect of this program is its scalability and adaptability, attributes critically important for addressing future disruptions. The researchers designed modules that can be customized according to varying levels of pandemic-related restrictions and resource availability, making it a versatile model for diverse educational contexts. This adaptability has promising implications for broader application beyond the COVID-19 crisis.

Moreover, the study touches upon the significance of peer support and collaboration as reinforcing mechanisms within the teaching program. By encouraging shared experiences and collective problem-solving, the intervention fostered a community of practice amongst preschool teachers. This communal approach contributes to sustained psychological well-being and collective efficacy, potentially mitigating teacher attrition rates during periods of stress.

The integration of technology within classroom management is another focal point examined. The abrupt reliance on digital tools presented both obstacles and opportunities. Teachers in the program reported increased confidence in leveraging educational technology to maintain student interaction and instructional continuity, highlighting the importance of equipping educators with digital literacy skills alongside psychological support.

The implications of this research extend beyond the immediate context of the pandemic. They underscore the critical role of holistic support structures that address both the mental health and professional development needs of educators. As the world anticipates potential future disruptions, educational systems can draw on these insights to build resilience and ensure continuity in early childhood education, which is foundational to lifelong learning.

In summary, the study by Major et al. offers a compelling case for the integration of psychological support and adaptive classroom management training within teacher professional development frameworks. By demonstrating the effectiveness of such a program during one of education’s most trying eras, it provides a blueprint for sustaining early childhood education excellence amid crisis. The research advocates a vision of education that prioritizes teacher well-being as inseparable from student success.

Policymakers, education administrators, and teacher training institutions are urged to consider these findings when designing future educational strategies. By institutionalizing supportive interventions and fostering environments where teachers can thrive psychologically and professionally, the broader educational ecosystem stands to benefit substantially. This study is a clarion call for reinvigorated focus on educators’ mental health as a cornerstone of quality education.

Furthermore, the longitudinal potential of this research invites follow-up studies to explore the durability of the program’s benefits over time. Understanding long-term impacts on teacher retention, classroom environment quality, and ultimately, child developmental outcomes could solidify the transformative potential of such interventions. This area promises rich avenues for ongoing inquiry and policy innovation.

In essence, the work conducted during the tumult of the COVID-19 pandemic offers lessons that resonate far beyond its specific context. It reaffirms the intimate connection between teacher psychological health and educational practice, urging systemic change in how early childhood education supports its indispensable workforce. In doing so, it sets a precedent for resilience, adaptability, and holistic care in teaching professions worldwide.

Subject of Research: Psychological factors affecting preschool teachers and their classroom management practices during the COVID-19 pandemic; evaluation of a teaching program’s effectiveness.

Article Title: Psychological factors and classroom management practices of preschool teachers: The effectiveness of a teaching program delivered during the COVID-19 pandemic.

Article References:
Major, S.O., Santos, A.I., Pereira, M.D. et al. Psychological factors and classroom management practices of preschool teachers: The effectiveness of a teaching program delivered during the COVID-19 pandemic. ICEP 20, 1 (2026). https://doi.org/10.1186/s40723-025-00161-2

Image Credits: AI Generated

DOI: https://doi.org/10.1186/s40723-025-00161-2