The article addresses the pressing issue of psychological resilience among high school students transitioning to specialized classes. It highlights that at the beginning of their studies, many students face difficulties, primarily due to a temporary decrease in psychological resilience. This challenge is linked to the adaptation process, which includes building relationships with classmates and teachers, as well as coping with a demanding academic curriculum.

To explore this issue, a specialized questionnaire was developed to assess the levels of psychological resilience among high school students. During the research process, both domestic and international psychological studies were analyzed, forming the foundation of the questionnaire’s concept. The structure of the questions was based on theoretical and methodological principles and took into account the age-related aspects of psychological resilience.

The findings revealed that, although psychological resilience tends to remain relatively stable during adolescence, certain situations can negatively impact it. The questionnaire enabled the identification of different levels of psychological resilience, allowing for further measures to be taken to adjust the school’s educational environment in order to better support students.

The stability of psychological resilience in high school students is significantly influenced by the educational environment, which plays a crucial role in their academic success and personal development. During the questionnaire’s development, special attention was given to the concept of the "educational environment," as well as a detailed analysis of psychological theories and concepts related to this phenomenon.

Moreover, the study addressed not only the issue of students' professional self-determination but also their personal development. The questionnaire included statements related to self-esteem, relationship-building with teachers and classmates, and the adaptation process to new learning conditions within the school environment.

By measuring psychological resilience levels at the beginning and end of the academic year, we concluded that, despite initial adaptation difficulties, students gradually adjusted to their new environment. As a result, their psychological resilience improved, demonstrating their ability to overcome adaptation challenges and become more resilient to stress factors.