The relevance of the study is determined by the increasing need to create an emotionally supportive educational environment that promotes academic motivation, reduces anxiety, and strengthens constructive interpersonal relationships between teachers and learners in the context of the modernization of the education system of the Republic of Kazakhstan. From the perspective of educational psychology, pedagogical communication is considered not only as a mechanism for organizing instructional interaction, but also as a significant psychological factor influencing learners’ emotional adaptation, stress resilience, and subjective perception of safety.

The aim of the study was to identify the relationship between the characteristics of pedagogical communication and the emotional state of learners, as well as to assess the psychological readiness of future teachers for emotionally supportive professional interaction. The empirical study was conducted at Makhambet Utemisov West Kazakhstan University using a mixed research design. The sample included 64 students of the educational program “Pedagogy and Methodology of Primary Education” and 112 primary school pupils from public schools in Uralsk. The diagnostic tools included V.V. Boyko’s empathy diagnostic methodology, the Luscher Color Test, structured observation, semi-structured interviews, and an author-developed questionnaire assessing students’ emotional well-being. Statistical data processing was carried out using SPSS 26.0, applying descriptive statistics, Pearson correlation analysis, the Shapiro–Wilk normality test, and one-way analysis of variance (ANOVA).

The findings revealed statistically significant differences in the level of empathy development between first-year and graduating students (F = 7.96; p = 0.001), indicating the positive influence of professional training on the development of emotionally significant pedagogical competencies. The assessment of the emotional state of primary school pupils showed that 59.8% of learners demonstrated various forms of emotional tension, including moderate anxiety, latent anxiety, and high stress, with first-grade pupils identified as the most vulnerable group. Gender differences in emotional responses were also identified.

The study confirms that emotionally supportive pedagogical interaction serves as an important psychological mechanism for emotional regulation and the formation of a psychologically safe educational environment. The practical significance of the study lies in substantiating the need to strengthen the psychological training of future teachers in the areas of empathy development, emotional competence, and communicative reflection.