This article examines the problems and prospects arising from the need to ensure the emotional resilience of teachers in the process of inclusive education. The aim of the study is to identify risk factors and protective mechanisms that determine the formation of emotional resilience in teachers in the context of inclusive education. Research methods: analysis of scientific literature, empirical observations, surveys and testing of teachers involved in inclusive education, qualitative and quantitative methods of data collection and processing, and identification of correlations. As a result, the most significant external, internal, and organizational factors were identified. The following defense mechanisms were identified: self-regulation techniques, the opportunity to exchange experiences, professional development, an active lifestyle, and a willingness to seek help. The test results confirm the diversity of emotional stability levels among teachers working in inclusive education, with the largest number characterized by an average level of stress resistance. The data obtained allow us to conclude that teachers working in inclusive education are at significant risk of developing professional burnout. Correlation analysis data indicate the influence of these factors on the emotional well-being of teachers and on professional burnout. Practical recommendations have been developed to reduce the impact of the above risk factors on teachers involved in inclusive education.