Recently, educational reforms have been rapidly taking place in society, which should not only carry a great developmental and educational potential, but should also preserve the health of all participants in the educational process. This is possible if the primary school teacher of inclusive education is professionally competent, physically and psychologically healthy, and also resistant to the development of negative professionally conditioned conditions. To date, the latter task remains difficult to accomplish

: burn-out syndrome inclusive education correctional program consequences of emotional burnout psychotherapeutic models for the prevention of emotional burn-out syndrome