Abstract: Purpose. Theoretical substantiation and practical modeling of the integration of psychological resources of emotional intelligence and neuro-approaches into the crisis management system in education. The focus is on identifying effective tools to support participants in the educational process under conditions of social instability, war, emotional exhaustion, and professional burnout. Design / Method / Approach. Interdisciplinary study combining psychological analysis, conceptual modeling, systemic educational management, teacher surveys, and systemic intervention modeling. Findings. The research substantiates integrating emotional intelligence (for psycho-emotional stability) and neuropractices (for internal resource activation) into educational crisis management. A proposed model integrates cognitive-emotional regulation, body-oriented techniques, and reflective practice for a safe educational environment. Theoretical contribution. Clarifies educational crisis management framework, expands emotional intelligence use as systemic psycho-pedagogical support, and reveals neuropsychological practices' potential in regulating educator stress responses. Practical implications. Results applicable for educational managers, tutors, and teacher professional development. Tools help reduce emotional burnout, increase stress resilience, and enhance crisis decision-making. Originality / Value. Innovative integration of psychological and neuropsychological tools into educational management. Uniquely presents emotional intelligence as a strategic resource for educational management under crisis. Research limitations / Future research. Applied study, limited by small pilot sample and short observation period. Future research: long-term assessment, model scaling, adaptation across diverse educational institutions. Type of article. Applied Research.
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