Abstract
The study assesses stress levels in students with special educational needs in the context of distance learning. The experiment involved 60 students with special educational needs from two universities, divided into groups of distance and blended learning formats. Assessments were made at the beginning, middle, and end of the semester using standardized techniques and original questionnaires. The results demonstrated higher stress levels in the distance learning group, a strong correlation of stress with technical problems, and a moderate correlation with social isolation and self-organization difficulties. The authors showed the dynamics of stress levels in students during the semester of distance learning. Based on the results, the authors developed recommendations for adapting the digital infrastructure of higher education institutions, creating inclusive online platforms for social interaction, and introducing specialized programs for improving self-organization skills in students with special educational needs. The study proves the multifactorial nature of stress in this group of students in the context of distance education and contributes to the development of effective support strategies.