The purpose of the study was to identify the psychological characteristics of the attitudes towards the general secondary education reforming in a sample of 129 Ukrainian students (67 women and 62 men) aged 19 to 23 years, who receive their first higher education in pedagogical specialties. The sample was collected from 3 Ukrainian universities: M. P. Dragomanov National Pedagogical University, National Linguistic University, and Boris Grinchenko Kyiv University. The empirical study used an author’s questionnaire aimed at identifying subjective attitudes towards the reform in the field of general secondary education and the questionnaire measuring communicative and social competence by V. M. Kunitsyna. It is revealed that among the student youth of pedagogical specialties the positive attitude to the reform in the field of general secondary education prevails over the negative one. In general, the vast majority of pedagogical students who wish to take an active part in the implementation of general secondary education reform, are well informed about the reform, convinced of the need to reform general secondary education, and trust general secondary education reform (compared to pedagogical students who do not want to take an active part in the implementation of the reform). Students who want to actively participate in the implementation of general secondary education reform have a more developed ability to solve interpersonal problems, as well as better scenarios of behavior in complex and conflict situations due to knowledge of interpersonal mechanisms and role repertoire compared to students who do not have such a desire. It is determined that the student youth of pedagogical specialties distinguishes the following characteristics of the new Ukrainian school: 1) modernization; 2) innovation; 3) providing interesting learning; 4) updating the curriculum; 5) computerization; 6) involvement of young highly qualified teachers; 7) focus on personality; 8) a new attitude towards students; 9) teaching in the Ukrainian language; 10) focus on European standards. These young people believe that general secondary education first of all needs the following changes: 1) development and implementation of new learning technologies, integration of IT technologies into the educational process; 2) professional development of teachers; 3) formation of children's motivation to study; 4) providing a personal approach to each student; 5) increasing the prestige of the teaching profession by increasing the level of payment and selection of teachers according to professional and psychological criteria; 6) ensuring the practical acquisition of knowledge, the practical value of knowledge; 7) changes in the educational program in the school, the program and system of teaching foreign languages, the curriculum taking into account the development of children's creativity, creative thinking, cognitive interests; education of patriotism and culture, development of spirituality; introduction of electronic textbooks. Among the important conditions for supporting the reform of general secondary education by students of pedagogical specialties are the following: 1) formation of a positive attitude among young people to the content of educational reform and educational innovations by explaining the consequences of educational reform and providing convincing evidence; 2) convincing student youth in the need to reform general secondary education through explanation, communication and discussion; 3) involvement of student youth in various forms of activity that promote educational reform and educational innovations, and encourage them to initiative and activity; 4) formation of student youth awareness of the importance of personal contribution to the promotion of educational reform and educational innovations; 5) formation of psychological readiness for dialogue and involvement in collective discussion; 6) support for student youth who show a desire and willingness to implement educational innovations; 7) popularization of the benefits that youth receives from the introduction of educational reform and educational innovations. The prospect of further research is seen in a thorough theoretical and empirical study of socio-psychological factors of the pedagogical partnership of participants in the process of education reform. The practical significance of studying the problem of psychological features of the attitudes of student youth of pedagogical specialties towards the reform of general secondary education is that its results will improve the process of introducing educational innovations, optimize the use of available resources and minimize risks of imperfect innovations.