Stress of innovation and sustainability of educational systems and subjects of education

Introduction. Despite the self-evident fact that innovations create stress for all subjects of education, they are potential sources of didactogenies (psychological disorders resulting from trauma caused by deformed educational relationships), there is very little research in this area. Purpose setting. The purpose of the study is is to analyze the place of stress of innovation in the system of problems of sustainability of modern education and its subjects. Methodology and methods of the study. Research methods are the theoretical analysis and synthesis of topical problems of sustainability of modern education and its subjects in the context of understanding the stresses of innovation. The paper presents an attempt at a systematic understanding of the current state of research on the stress of innovation in education and ensuring its sustainability in relation to the negative results of reforms and other threats. Results. To reduce stress and trauma arising in the situation of educational innovations, we need directed, detailed, conscious work with all subjects of education to anticipate, understand and reflect on the experience of innovations in their lives in general and in education in particular. Conclusion. Prevention and correction of the stress of innovation is associated with the development of predictive abilities of a person, the presence of directed efforts of the individual and organization to anticipate and predict changes helps people and institutions to cope with them much more successfully, use periods of crises to release from destructive, but normally stable aspects of them activities and develop and form new, constructive forms of activities and relationships.