A Neuropsychological Approach to Stress Resilience in Primary School Teachers under Educational Risks

Abstract

Educational realities are shaped by digitalisation, ongoing reforms, the consequences of the pandemic, and various socio-economic risks. Together, these factors place significant psychological strain on primary school teachers. Their professional work requires not only pedagogical competence but also a high level of emotional resilience to cope effectively with stressful situations. A neuropsychological perspective offers valuable insights into this issue. It helps to explain how physical activity and instructional strategies can support teachers’ cognitive health and maintain emotional balance. This article examines the development of stress resilience in primary school teachers working under conditions of educational risk. For many educators, a decline in stress resilience is a predictable outcome of teaching practice. This decline reflects the sustained psycho-emotional and intellectual demands of the profession. The article is theoretical in nature and defines the concept of stress resilience. It further identifies the pedagogical conditions required for its development in the professional activity of primary school teachers. It also outlines the neuropsychological mechanisms that underpin their stress resilience. Finally, the article explores the role of physical education as an effective means of enhancing stress resilience among primary school teachers in risk-related contexts. Practical recommendations are provided to cultivate this particular quality.