This article describes the study of emotional well-being of humanitarian and technical college students who were on distance learning during the COVID-19 pandemic.  The results of the study showed that Kazakh secondary education system’s transition to distance learning and online lessons sharply highlighted serious gaps and insufficient readiness of students to implement the distance education system.  In particular, the lack of direct contact with the teacher and peers during distance learning influenced the psychoemotional state of students of the humanitarian and technical college, their performance, cognitive motivation and self-confidence.  This suggests that even children with technical ability are not inclined to learn online.  This, in turn, indicates the importance of taking into account the psychological characteristics of the organization of information, which largely determine the effectiveness of training;  features of the emotional and volitional sphere of schoolchildren.  The results of the study prove that the organization of the distance learning process requires the preparation of high-quality, psychologically sound, programs and methods, and, in general, psychological support of the educational process in educational institutions.