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.

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The article deals with the organization of preventive measures aimed at reducing intra-school conflicts in the context of distance learning. At the same time, the main attention is paid to the results of the conducted SWOT analysis, which showed that schoolteachers have certain difficulties in switching to a new form of organizing pedagogical work. As a result of the study, new school management mechanisms were developed, which allowed to optimize the work of teachers and create favorable conditions that reduce the risk of pedagogical conflicts.