The inclusive education approach allows people with disabilities to share regular learning environments based on adjustments in the classroom to meet special educational needs. One of the main supports is the human resource of the teacher who assumes certain challenges in face of the student in disability condition. These challenges complicate his already busy work and make him vulnerable to problems associated with stress, such as burnout syndrome. The purpose of this paper is to present a proposal for group intervention aimed at stress management and the prevention and treatment of burnout syndrome in classroom teachers of district educational institutions, which have students in with disability. This proposal is supported in the review of the literature on burnout treatment strategies in teachers and aims to integrate psychoeducation, social support and the development of mentalization skills in a support group intervention, in order to generate strategies for prevention and management of burnout syndrome.