The article outlines the trends of creating a conflict-Free educational environment. The aim of the work is to provide a theoretical basis for constructive resolution of pedagogical conflicts, which allows teachers to increase the level of conflict tolerance in the education of schoolchildren. Constant changes in the General education system have a direct impact on the teacher’s teaching activities. Constant stress, the effect of psychological burnout, increased emotional load, lead to contradictions and conflicts among teachers. Today, the problem of conflict resolution is more urgent than ever. Management and constructive conflict resolution is in demand in the multicultural pedagogical space of a General education organization. Conflict tolerance of the teacher is a specific manifestation of psychological stability of the individual. A conflict-resistant teacher is characterized by the ability to effectively prevent, manage and resolve conflicts that have arisen in the course of pedagogical activity.