This article discusses the role of the personality of the teacher-psychologist in investigative actions. It should be noted that the investigative actions are different in content, for example: interrogation, experiment, search, identification, examination and others. In these investigative actions, the role of the teacher-psychologist is ambiguous and complex. During interrogation, the teacher-psychologist, with his presence, helps the child in the first place, so that he can calmly and truthfully answer the questions posed without fear and misunderstanding, and also helps the investigator, especially in cases where the questions are asked correctly. However, it seems that even when called to participate in the investigative action on the initiative of the investigator and helping him to establish psychological contact with the minor, the educational psychologist primarily shows concern for the interests of adolescents and not for the interests of the investigation. Consequently, while studying at a university, students, as future pedagogues- psychologists, need to master knowledge in the following subjects, juvenile pedagogy, juvenile psychology, etc. Also, during practical training, it is important to be able to use the knowledge gained in the above subjects.
