<![CDATA[Teachers are often perceived as figures who must remain patient and emotionally stable under any circumstance, yet this expectation frequently collides with the human limitations they actually possess, particularly among elementary school teachers in rural areas with limited access to psychological support programs. This community service activity aimed to strengthen the emotional resilience of teachers at SDK Toraranga Village, Siniu Subdistrict, Parigi Moutong Regency, through a stress management training program initiated by Kuliah Kerja Nyata (KKN) students. The program was implemented through a participatory action approach comprising four stages: need assessment, socialization, interactive training on stress management and emotion regulation techniques, and reflective evaluation. The training introduced a simplified six-step calming technique adapted from resilience theory, enabling teachers to manage emotional responses during stressful classroom situations. Qualitative evaluation revealed that participating teachers demonstrated greater openness in acknowledging personal limitations and increased willingness to apply emotion-regulation strategies in daily teaching practice. These findings indicate that emotional resilience can be cultivated through contextual, short-term psychoeducational interventions, even within resource-limited rural settings. The activity underscores the strategic role of KKN students as agents of change who bridge the gap in access to teacher well-being programs in remote areas, while highlighting the need for sustained, structured follow-up mechanisms supported by local education authorities to ensure long-term impact.]]>
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