Introduction. The article substantiates the need for psychological support of schoolchildren with mental retardation (MR) at the stage of transition from primary school to the general link as a prevention of school and social maladaptation. The results of a comparative analysis of the results of the study of the level of school anxiety in students with MR and schoolchildren with a conditional age norm of development are presented; the main manifestations of school anxiety are identified; the features of school anxiety in students with MR are described.

Materials and methods. The methodological positions of the study were determined on the basis of the fundamental provisions of Russian psychology on the objective laws of mental development of normal and abnormal children, which is reflected in the theory of cultural and historical development of higher mental functions of L.S. Vygotsky; the activity approach to the study of the psyche of A.N. Leontiev, S.L. Rubinstein; theoretical and experimental studies of the mental activity of schoolchildren with N.V. Babkina, S.N. Sorokoumova, U.V. Ulenkova.

The modern understanding of the term “school anxiety” is presented, which is expressed in excitement, in increased anxiety in educational situations, in anticipation of a bad attitude towards oneself. The methods and techniques of identifying the level of school anxiety in schoolchildren with MR were selected, the manifestations of anxiety were studied, and the need for psychological support of the adaptation period for students with MR was substantiated. Effective conditions for the organization and implementation of psychological support for schoolchildren with a high level of school anxiety at the stage of transition from primary school to the general link have been determined.

Results. The method of identifying the level of school anxiety in students with MR at the stage of transition from primary school to the general link is determined; the need for the formation of necessary skills, abilities and knowledge in students with MR leading to an increase in the effectiveness of educational activities, as well as an increase in self-esteem and motivation is shown.

Discussion. It is emphasized that lowering the level of school anxiety in students with MR at the stage of transition from primary school to the general link is prevention of the risk of disruption of the adaptation period and needs specially organized psychological support.

Conclusion. As a result of the study, a conclusion was made about the heterogeneity of the results of indicators of school anxiety in children with further MR and children with a conditional age norm of mental development. The necessity of psychological support of schoolchildren with MR at the stage of transition from primary school to the general link is substantiated, in particular, overcoming school anxiety as a necessary component of psychological support at the psychophysiological, individual psychological, personal and social level.

The content of the methodology for studying school anxiety in children with mental retardation at the stage of transition from primary school to the main link is determined and adapted;

Significant discrepancies were revealed in the results of school anxiety indicators in children with MR and children with conditional age norm of development;

The features of the manifestation of school anxiety in students with MR are characterized.

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