The first issue of the journal "Extreme Psychology and Personal Safety" (No. 1—2026) in 2026 is devoted to the topical topic "Risks and resources of professional longevity of teachers" — a study of psychological, pedagogical and social factors affecting the aging process and a decrease in the quality of professional activities of teachers. Thematic editor — Associate Professor of the Department of Scientific Foundations of Extreme Psychology, Faculty of Extreme Psychology, Moscow State Pedagogical University Dmitry Vladimirovich Deulin.
Studying the psychological risks and resources of teachers is important for preserving the health of teachers, increasing the effectiveness of the educational process and the quality of work in general.
The issue is aimed at researching the problems of risks and resources of professional longevity of teachers and includes five headings
Under the heading "General Psychology and Psychology of Personality Security," several research articles are presented that reveal various aspects of the professional longevity of teachers and factors affecting their psychological well-being. Considerable attention in the issue is paid to the issues of environmental safety and resilience. The focus of the heading is on the topics of digitalization of the educational process and the resource capabilities of a higher education teacher. The block completes the study of the relationship of self-organizational competence, fatigue and experiences in the activities of a teacher of higher education.
The section "Problems of psychological safety in age psychology" opens with a study devoted to a comprehensive study of the psychological well-being of teachers. The focus of attention is three interrelated aspects: the role of stress resistance in the professional development of working teachers who continue their studies in adulthood; features of the connection between professional burnout and the subjective well-being of young teachers; studying the professional longevity and psychological health of teachers, taking into account their psychological age. Research reveals the mechanisms of psychological safety at different stages of the teacher's professional path and identifies key resources for maintaining psychological health in the context of professional challenges. The research results provide the basis for the development of programs to support psychological safety at all stages of a teaching career.
Consideration of the risks of professional longevity is impossible without analyzing one of the key factors — professional burnout of teachers. Considerable attention in the issue is paid to various aspects of this problem with a focus on the causes, consequences and ways of prevention. Each work focuses on a specific aspect of burnout depending on the level of education (preschool, school, higher) and key factors affecting it.
The focus of the heading is the understanding that occupational burnout is a multifaceted phenomenon associated with organizational working conditions, personal factors and socio—psychological aspects. Burnout prevention requires a comprehensive approach that includes both improving working conditions and supporting the psychological well—being of educators.
The next section — "Methodological Toolkit" — introduces readers to a new methodological development that allows them to further study the problem of professional longevity in the digital environment. The presented standardized questionnaire will allow a deeper study of the intensity of the use of digital technologies by teachers in various fields of activity (labor, leisure, communication). The developed toolkit makes it possible to use it for diagnostic purposes and in the development of psychoprophylactic programs aimed at ensuring the psychological well-being of teachers in the context of the digitalization of modern society.
The issue is completed by the heading "Psychology of Special Risk Professions," which, at first glance, departs from the main topic of the issue. However, the study of the psychological consequences of extreme occupations reveals universal mechanisms of resilience. This data can be useful for developing programs to support teachers in professional challenges. For example, strategies for overcoming traumatic experiences in the military are partially applicable to the prevention of burnout in teachers. Work A.G. Karayani and S.A. Protsenko "Not returning from the war. The phenomenon of chronization of the "combat self" among war veterans" shows that a large number of military conflicts in the modern world make it relevant to study the psychological consequences of participation in hostilities in various forms. The work identified and classified the main forms of chronization of the "combat self" among war veterans; developed general recommendations for psychological work with veterans experiencing a complex of chronization of the "combat self "; drew the attention of researchers to the problem under consideration. The findings could enrich discussions about long—term psychological risks in any profession, including teaching.
In conclusion, we note that the problem of risks and resources of professional longevity of teachers is an extremely important modern task that requires a large amount of scientific research. In this regard, we recognize the importance of continuing such research and invite a wide audience to discuss these issues. Each interested author can share the results of their research on the pages of the journal Extreme Psychology and Personality Security.
Listen to episodes of the PsyJournals LIVE podcast, in which the authors talk about research:
Natalya Nikolaevna Ananyeva on the connection between subjective well-being and the phenomenon of professional burnout among teachers of a children's educational institution
Inna Yuryevna Rezvanova on the requirements and resources of a safe working environment that impede the burnout of teachers
Alexander Vladimirovich Sechko that the organization of labor activity is the leading reason for both professional burnout and the involvement of teachers.
Azalea Maratovna Zinatullina says that in the context of the paradigm of continuing education, the number of adults combining professional activities with training is increasing.