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The present study addresses the factors that create and enhance work stress that sometimes leads to burnout, in primary school teachers, in relation to the pedagogical management of students with Special Educational Needs in the inclusive school. The issue of inclusive education and special support that effectively responds to the psychosocial and learning needs of students, remains a challenge for many educational systems and is a Europe's urgent need in recent years, due to many social, economic and cultural changes. In the present research, takes place an effort to investigate the questions that arise regarding the factors that create work stress and concern 1.the incomplete training of teachers of general education regarding students with SEN, 2.the problems in communication and cooperation of the teacher with the parents of students with or without a disability, 3.the contribution of the supportive and cooperative environment on the part of colleagues and the principal of the Educational Organization, 4.the failure and the underperformance of students with AAG, and 5. the existence of students with behavioral problems or unfamiliar behaviors and their contribution to the increase of work-related stress for teachers. Also, is made an attempt to connect the above questions with the demographic characteristics of the interviewed teachers. After interpreting the results, we try to determine the relationship between stress sources and coping strategies in the modern inclusive school, in order to achieve in the future a working reality of providing quality education to all students, with respect to all, in such a demanding and difficult process of educational reality.