This article addresses the issue of comparative-pedagogical research into the organization and operation of psychological services within the framework of the secondary education system in Kazakhstan and the G7 countries. The comparative approach to studying the organization and content of psychological services in domestic schools and G7 countries is motivated by new realities and requirements for psychological-pedagogical support in the educational process of schools, the increasing psychological challenges of teaching, upbringing, and the development of the new generation of students. It is noted that international experience in organizing psychological services in schools, when properly transformed into domestic general education practice, can be an effective means of providing psychological support for the educational and developmental processes and the personal growth of students in Kazakhstani schools. Borrowing many advanced practices from G7 countries during the reform of educational systems, the new realities of teaching and raising the digital generation of students, and the growing psychological challenges of participants in the pedagogical process emphasize the importance of comparative-pedagogical research on psychological services abroad and the possibilities of their adoption for mass use in domestic practice.

The article examines the peculiarities of the organization and operation of psychological services in general education organizations in the United States, the United Kingdom, Canada, France, Italy, Germany, and Japan. A comparative analysis of the organization of psychological services in G7 countries and Kazakhstan is carried out within a historical-genetic and innovative context. Some possibilities for transforming advanced foreign practices into the work of school psychologists in Kazakhstani general education schools are identified, and conclusions and recommendations are made. The article also highlights a range of issues related to the organization of psychological services in domestic general education schools, the solution to which involves creative borrowing of advanced practices from G7 countries.