Caring for students with disabilities: a SEM analysis of compassion fatigue, emotional regulation, and professional resilience among Saudi special education teachers

These findings suggest that supporting teachers' psychological well-being is fundamental to ensuring high-quality care for students with disabilities and to the sustainability of inclusive education initiatives in Saudi Arabia. From a policy and practice perspective, the results highlight the importance of integrating emotional regulation training, workload management, and resilience-building programs into teacher professional development frameworks to support the successful implementation of inclusive education reforms within the Saudi educational system. Future research should use longitudinal and experimental designs to study these relationships' causal dynamics. Comparative multi-context studies are also recommended to evaluate the model's generalizability across educational systems and institutional policy settings.