Special Education Preschool Teachers' Stress and Well‐Being During Wartime: Relations With Psychological Capital, Occupational Self‐Efficacy, and Social Support

War poses a unique crisis situation for special education teachers, with uncertainty, lack of resources, and fears for their own and their students' safety, compounded by a complex student population. This study explored Israeli special education preschool teachers' stress and well‐being in the war that began on October 7, 2023, focusing on how teachers' internal (psychological capital [PsyCap] and occupational self‐efficacy [OSE]), and external (social support) resources related to the their stress and well‐being. Participants were 158 female Jewish‐Israeli special education preschool teachers (Mage = 34.62, SD = 9.30), with an average of 11 years of experience (SD = 8.16), who completed self‐report questionnaires. Hierarchical regression analyses revealed that teaching experience was associated with lower stress levels; both PsyCap and OSE predicted teachers' stress and well‐being, while social support only predicted well‐being. While studies emphasize the inverse relationship between stress and well‐being, this study's results highlight that social support does not always relate to stress, even if it relates to well‐being, supporting the Job Demands‐Resources model. This suggests targeting stress and well‐being separately when developing interventions or training. Additionally, the results indicate that increasing PsyCap may aid teachers' coping in a war crisis, and the need for education systems to promote this variable.