Introduction. This article deals with some aspects of psychological and pedagogical support for mentoring students in a modern school. It also provides a detailed description of the areas of psychological and pedagogical support, including psychodiagnostics, psychological counseling, prevention and education. The components of the personal development of mentors and mentees, such as cognitive, motivational, emotional-volitional, value and behavioral, are identified and characterized. For each of the components, a diagnosis of changes in the personal characteristics of mentors and mentees was carried out and their results are presented.

Materials and Methods. Papers and reports devoted to the problem of psychological and pedagogical support for the development of children and adolescents in a comprehensive school served as the material for this publication. The main research methods are the analysis of Russian and foreign literature on the problem of mentoring, the comparative method, questioning, testing, experiment (stating and control), the method of expert assessments, psychodiagnostic methods.

Results. As part of the study, a diagnosis was made of the personal characteristics of mentors and mentees in the model of mentoring “student-student” in the first and third trimesters of the academic year. An analysis of the results of diagnosing the personal development of students-mentors and students-mentees for each component: cognitive, motivational, emotional-volitional, value and behavioral is presented.

Discussion. In the psychological and pedagogical support for mentoring according to the model “student-student”, such areas of work as: psychodiagnostics, group and individual counseling, education and prevention are highlighted. The diagnostics of the personal characteristics of students (mentors and mentees), carried out on the basis of the developed psychological test, made it possible to confirm the effectiveness of psychological and pedagogical support and substantiate the benefits of mentoring in the form of “student-student” in order to maximize the full potential of the students' personalities.

Conclusion. It is concluded that the change in the perfor-

mance of the students (mentors and mentees), which was identified with the help of psychodiagnostic methods, indicates the effectiveness of not only the proposed approaches to the psychological and pedagogical support for mentoring activities, but also the mentoring program in general.

The methodological basis of psychological and pedagogical support includes the student-centered approach, the theory of pedagogical support, the concept of mental and psychological health. It allows us to highlight the main characteristics of psychological and pedagogical support for mentoring students: the prioritising of needs, goals and values of the students according to their individual, subjective and personal characteristics; the arrangement of conditions for self-actualization and self-realization through the cooperation of the student-mentor and the teacher, in which interaction and sharing of experiences take place; psychological prevention of adaptation and interaction problems of mentors and mentees;

Psychological and pedagogical support of mentoring in the form of “student-student” is carried out in several directions, such as: diagnostic, consulting, educational and preventive, ensuring the creation of conditions for the development of the personality of students (mentors and mentees) in all its components: cognitive, motivational, emotional-volitional and value.

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