The problem of the psychological safety of education in the last decades of the life of Russia is becoming more and more practically and theoretically relevant: qualitative and quantitative transformations of situations and types of violations of the psychological safety of education require systematic, generalizing research and practical developments in the field of its preservation and restoration. Our research is an attempt at a systematic understanding of the problems of the psychological safety of education – a step towards the creation of an integrative theory of this phenomenon. The aim of the research is to analyze the problems of psychological safety of education. The research method is an integrative theoretical analysis of the problems of the psychological safety of education. The work contributes to the creation of a systemic model of the psychological safety of education. The problem of psychological safety of education includes the problems of personal, interpersonal, educational, professional and organizational safety, it is closely related to the issues of innovations and reforms in higher, secondary and primary education, including the problems of resistance to innovations and changes in the educational environment, the problems of innovation stress, and also issues of prevention and correction of pediogeny and mathetogeny. The indicators of the psychological safety of a person in the conditions of an educational institution of education are: 1) the safety of a person as a person; 2) the safety of a person as a partner; 3) the safety of a person as a student and a professional. The research contributes to the development of an integrative model of the psychological safety of education and the search for new, integrative ways to achieve, maintain and restore it.