The article presents an analysis of the phenomenon of stress and stress resistance in the scientific psychological and pedagogical literature. The problem of stress tolerance in the professional activity of a teacher-psychologist is considered. It is noted that the stress resistance of students in educational activities is a complex property of the individual, which is characterized by the necessary adaptation of the student to the influence of external and internal factors in the course of educational activities. The factors influencing the development of stress tolerance and a positive attitude to learning activities are considered. The article presents the results of an empirical study of stress resistance in future teachers-psychologists at the stage of training in higher education. The features of the perceptual assessment of students ’ stress resistance at the final stage of training are shown. It is established that graduates are able to clearly define the goals of their educational and professional activities and choose the best ways to achieve them. They are distinguished by the desire to cope with difficulties independently, the ability to analyze the difficulties encountered and overcome them, unlike first-year students. The study involved students of the 1st and 4th courses of the psychological and pedagogical direction, in the number of 128 people. The following methods were used: self-assessment of the stress resistance of S. Cowhen and G. Willianson, the questionnaire of the perceptual assessment of the type of stress resistance of N. P. Fetiskina, methods of mathematical and statistical processing of the obtained data: descriptive statistics, determination of the reliability of differences: the Fisher criterion. It is reliably established that graduates have a moderate type of stress resistance, and 1st-year students at the initial stage of training are characterized by moderate instability to stress.