Professional Longevity of Educators: The Journal "Extreme Psychology and Personal Safety" – First Issue of 2026

The first issue of 2026 of the journal "Extreme Psychology and Personal Safety" (No. 1–2026) is dedicated to the topical theme: "Risks and Resources of Professional Longevity of Educators" – exploring the psychological, pedagogical, and social factors influencing the aging process and the decline in the quality of professional activity among teachers. The guest editor is Dmitry Vladimirovich Deulin, Associate Professor at the Department of Scientific Foundations of Extreme Psychology, Faculty of Extreme Psychology, MSUPE.

Studying the psychological risks and resources of teachers is crucial for preserving the health of educational workers, enhancing the effectiveness of the educational process, and improving the quality of professional activity in general. This issue focuses on investigating the risks and resources of educators' professional longevity and is structured into five sections.

The "General Psychology and Psychology of Personal Safety" section presents several research articles exploring various aspects of educators' professional longevity and the factors influencing their psychological well-being. Significant attention in the issue is given to issues of environmental safety and resilience. The section's focus includes the digitalization of the educational process and the resource capabilities of higher education instructors. The block concludes with a study on the relationship between self-organization competence, fatigue, and experiences in the activities of higher education instructors.

The "Problems of Psychological Safety in Developmental Psychology" section opens with research dedicated to the comprehensive study of teachers' psychological well-being. The focus is on three interrelated aspects: the role of stress tolerance in the professional development of working teachers continuing their education in adulthood; the specific relationship between professional burnout and subjective well-being among young teachers; and the study of professional longevity and psychological health of teachers considering their psychological age. The research reveals mechanisms of psychological safety at different stages of a teacher's career and identifies key resources for maintaining psychological health in the face of professional challenges. The findings provide a basis for developing support programs for psychological safety at all stages of a teaching career.

Examining the risks to professional longevity is impossible without analyzing one of the key factors – professional burnout among teachers. Considerable attention in the issue is devoted to various aspects of this problem, focusing on causes, consequences, and prevention strategies. Each work focuses on a specific aspect of burnout depending on the educational level (preschool, school, higher education) and the key factors influencing it.

The "Interdisciplinary Research" section focuses on understanding that professional burnout is a multifaceted phenomenon linked to organizational working conditions, personal factors, and socio-psychological aspects. Burnout prevention requires a comprehensive approach, including improving working conditions and supporting the psychological well-being of educators.

The next section, "Methodological Tools," introduces readers to a new methodological development that allows for a deeper study of the problem of professional longevity in the digital environment. The presented standardized questionnaire enables a deeper investigation into the intensity of digital technology use by educators in various areas of activity (work, leisure, communication). The developed tool can be used for diagnostic purposes and in developing psycho-preventive programs aimed at ensuring the psychological well-being of teaching staff in the context of the digitalization of modern society.

The issue concludes with the section "Psychology of High-Risk Professions," which, at first glance, deviates from the main theme of the issue. However, studying the psychological consequences of extreme professions allows for the identification of universal mechanisms of resilience. These data can be useful for developing support programs for educators facing professional challenges. For example, strategies for overcoming traumatic experiences in the military are partially applicable to preventing burnout in teachers. The work by A.G. Karayani and S.A. Protsenko, "Those Who Did Not Return from War: The Phenomenon of the Chronification of the 'Combat Self' in Combat Veterans," shows that the large number of military conflicts in the modern world makes the study of the psychological consequences of participation in combat actions relevant in various forms. The study identifies and classifies the main forms of chronification of the "combat self" in combat veterans; develops general recommendations for psychological work with veterans experiencing this complex; and draws the attention of researchers to the issue. The conclusions drawn may enrich discussions on long-term psychological risks in any profession, including teaching.

In conclusion, we note that the problem of risks and resources of professional longevity among educators is an extremely important contemporary challenge requiring extensive scientific research. In this regard, we recognize the importance of continuing such research and invite a wide audience to discuss these issues. Any interested author can share the results of their research on the pages of the journal "Extreme Psychology and Personal Safety."

The full issue of the journal is published in open access on the PsyJournals.ru portal.