Dezvoltarea rezilienţei cadrelor didactice de sprijin în contextul educaţiei incluzive

The development of resilience among support teachers is essential for maintaining professional and emotional balance in inclusive education. This study examines the evolution of the resilience concept, from risk- and protection-focused approaches to contemporary dynamic and systemic models, highlighting the role of personal resources and social and institutional support. In practice, resilience involves emotional self-regulation, cognitive flexibility, social support, goal-oriented engagement, and transforming challenging experiences into opportunities for professional growth. Donders’ approach provides a practical framework for identifying internal resources, understanding risk and protective factors, and developing personalized coping strategies. Emotional resilience, as a learned and cultivated process, is a central condition for the efficiency and sustainability of support teachers’ work in inclusive settings.