In the context of modern inclusive education, the issue of psychological support for children with special educational needs has become increasingly relevant. The purpose of this study is to identify the features of psychological support provided to such children in mainstream schools and to analyze its impact on their psychological well-being. A mixed-methods approach (qualitative and quantitative) was used, including surveys and interviews with parents and teachers. The collected data were analyzed using descriptive statistics and thematic analysis. The results revealed lower emotional stability, insufficiently developed self-esteem, and a relatively high level of social adaptation among children. It was also found that insufficient organization of psychological support may negatively affect children’s development. The study concludes that effective psychological support requires strengthened collaboration between schools, families, and specialists.