Are Stress and Burnout Specific to French Teachers of Autistic Students? A Comparative Study With Attention‐Deficit/Hyperactivity Disorder and Conduct Disorder

ABSTRACT Teachers working with autistic children are at a great risk of stress and burnout, particularly in mainstream classrooms. To identify the general relationship between including a child with a mental disability and teachers' burnout and stress, as well as to discern any autism spectrum disorder (ASD)‐specific associations, this study compared teachers' experiences with children with ASD, attention‐deficit/hyperactivity disorder (ADHD), and conduct disorder (CD) and typical children (control group). Two comparisons with a total sample of 907 teachers were conducted: one involving mainstream teachers (three groups: ASD, ADHD, and control) and one with specialized teachers (two groups: ASD and CD). Participants completed scales measuring perceived stress, self‐efficacy, perceived social support, coping, and burnout. The hypothesis that autism is specifically associated with teachers' burnout was chiefly rejected based on the results; instead, the intensity of behavioral problems appeared to be central. Clinical implications and research perspectives are discussed, particularly regarding the importance of training teachers in children's specific needs and inclusive pedagogy.