This qualitative descriptive study, using thematic analysis, investigates the perceptions of five receiving teachers in inclusive education settings in the Philippines, emphasizing the relational and emotional stress they face in their daily roles. Guided by the Theory of Resilience and Relational Load (TRRL) by Afifi et al. (2016), the study explores communication challenges with parents particularly those in denial of their childs condition alongside classroom difficulties stemming from student behavioral issues. Teachers reported impaired judgment during high-stress periods, emotional exhaustion, and internal pressures to meet both institutional and parental expectations. Despite these challenges, the receiving teachers employed faith-based coping strategies, leaned on collegial support and demonstrated resilience through open communication and mindset management. The findings highlight how necessary it is to have better relational training, steady administrative support, and rules that acknowledge the emotional work that inclusive educators do. These insights are intended to help legislators and school administrators create caring and supportive environments for educators facing the challenges of inclusive education.