Of particular importance in modern society is the problem of maladaptation, which occurs against the background of disorders of psychoemotional development in children. This problem is caused by traumatic factors such as domestic violence, emotional negligence, or other socio-psychological disruptions that can negatively affect the formation of a primary school-age child's personality. Traditional pedagogical diagnostic tools do not always allow accurate determination of the child's inner state, especially in the case of traumatic experiences, as they may encounter resistance, closure, or verbal limitations of the child. In this regard, it is important to use fairy-tale therapy as a projective method aimed at identifying psychoemotional and cognitive features through the metaphorical and symbolic content of fairy-tale stories. The purpose of the study is to identify the diagnostic potential of fairy tale therapy as a means of pedagogical diagnosis of traumatic experiences in younger schoolchildren. The methodological base of the research includes theoretical analysis, generalization, synthesis and comparative systematization of scientific sources. The research is based on the study of Russian and foreign literature, including issues of diagnosis, correction and development within the framework of a fabulous therapeutic approach. The results of the analysis indicate a high diagnostic effectiveness of fairy tale therapy based on the associative perception of the content of fairy tales, which allows indirectly obtaining information about the child's psycho-emotional state, behavioral reactions and internal needs. Fairy tale therapy activates creative abilities and promotes the formation of trusting relationships between the teacher and the younger student, reducing the level of emotional tension and resistance. Given the universality of the fairy-tale therapy approach, not limited to the framework of language or culture, its application seems effective in working with children of various social and age groups.