<![CDATA[Special Needs School (SLB) teachers are at high risk of work stress due to the demands of educating children with special needs and complex administrative burdens. Adaptability is needed as an individual's capacity to adjust cognition, behavior, and affection to changing situations. This study aims to empirically examine the relationship between adaptability and stress in public SLB teachers in Jember Regency. The research method used is a quantitative correlational with a total sampling technique (N = 64). Data collection used the Adaptability Scale (α = 0.844) and the Perceived Stress Scale (PSS-10) α = 0.761). The data analysis technique used the Pearson Product Moment correlation. The results of the analysis showed a significant negative relationship between adaptability and teacher stress (r = -0.445; p < 0.0%). This finding indicates that the higher the level of adaptability, the lower the level of stress experienced by SLB teachers. These results emphasize the importance of developing adaptive skills as a preventive strategy in managing work stress in special needs education environments. ]]>
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