Anastasia Petrakova — PhD, Research Fellow, Institute of Education, National Research University Higher School of Economics. E-mail: apetrakova@hse.ru (Corresponding author)

Tatjana Kanonire — PhD, Assistant Professor, Institute of Education, National Research University Higher School of Economics. E-mail: tkanonir@hse.ru

Alena Kulikova — PhD HSE in Education, Junior Research Fellow, Institute of Education, National Research University Higher School of Economics. E-mail: aponomareva@hse.ru

Ekaterina Orel — Candidate of Sciences in Psychology, Senior Research Fellow, Institute of Education, National Research University Higher School of Economics. E-mail: eorel@hse.ru

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Recent studies show that stress levels are higher among teachers than in many other occupational groups. Semi-structured interviews with 14 teachers from various regions of Russia were conducted to investigate the characteristics of psychological stress and coping strategies in the context of the abrupt transition to distance learning imposed by the COVID‑19 pandemic. In remote schooling, teachers have to implement education programs despite their own pandemic anxiety, provide emotional support to students, and stimulate their motivation for learning. It appears from the interview data that teacher stress is elevated by the absence or lack of support from school administrators and a substantial increase in teacher workload, caused by the need to search for new techniques of teaching and preparing for classes from a distance, intensified communication with students and their parents, and the growing amount of homework assignments to review. The stress factors specific to the pandemic include the new work-from-home setup and changes in the work-life balance. The most common strategies of coping with stress and reducing its consequences include an effort to search for the silver lining and/or new opportunities, seeking social and emotional support, physical exercise, and hobby activities.