UZMA RAFIQUE; ANOOSHA MARYEM; SHAZIA ASLAM. Inclusion Fatigue: Emotional Burnout of Teachers Working in Long-Term Inclusive Classrooms in Pakistan. Review Journal of Social Psychology & Social Works, [S. l.], v. 4, n. 1, p. 61–69, 2026. DOI: 10.71145/rjsp.v4i1.495. Disponível em: https://socialworksreview.com/index.php/Journal/article/view/495. Acesso em: 23 jan. 2026.