The article describes the theoretical and practical problem of increasing the anxiety of schoolchildren in the context of distance learning. The authors consider the theoretical foundations for defining and overcoming the anxiety of schoolchildren, which causes psychological imbalance and destroys the holistic nature of the psychological and pedagogical impact on the consciousness of students. In modern research on anxiety, diagnosis is carried out through personal contact or online. However, the forced social distance made these methods unacceptable. This requires new approaches to the study of anxiety on a pedagogical and psychological basis.

The article highlights the results of a pedagogical experiment, within the framework of which the research hypothesis is confirmed, which is that in conditions of distance learning, schoolchildren exhibit school isolation anxiety, which can be detected using markers and corrected using certain methods. During the pedagogical experiment, positive results were achieved in reducing anxiety in the observed groups. Along with this, a relationship was found between a decrease in anxiety and an increase in academic performance. The proposed methodology for identifying and correcting anxiety at school is proposed for use in the educational process in the process of teaching any academic disciplines.

The article publishes the results of the scientific project "Psychological and pedagogical support of distance learning of schoolchildren in order to reduce anxiety" (IRN IRN AR09562184.), implemented by the Academy of Pedagogical Sciences of Kazakhstan and funded by the Ministry of Education and Science of the Republic of Kazakhstan in 2021.