In recent years, much has been said about the so-called Z generation and about students facing the problem of moral and psychological violence in the educational system, including the linguistic one. This generation lives in slightly different conditions than the preceding ones. One has freedom and sufficient material security, at least in terms of supply, not only demand. This is something that previous generations did not know. In addition, of course, the incredible density and speed of the information environment, which is of particular importance. Just 10 years ago, a student in the field of linguistic education had two sources of information - a teacher and educational-methodical kit (teaching materials). Today the situation is just the opposite. What the teacher knows is ridiculous compared to the content of any gadget. Course companions, in this regard, looks even less competitive. The student, especially the resourceful, who has a gadget and, consequently, global sources of information, is not interested in what the teacher is trying to send into his head. Working with information, getting it today is very easy: the global source of information is notable for the incredible speed of presentation of knowledge units. No need to go to the library, rummage through the file cabinet and wait for the abstract or book to be available. You can scroll through the pages in the gadget very quickly. How many textbooks are there, so many opinions exist, therefore each reader deciphers the text in accordance with his code. The student (student) decrypts data according to his knowledge and what he needs here and now to solve the learning task. More and more scientists, public figures are talking about security. Security in various spheres of human activity. Today we are talking about psychological security in linguistic education. Does the modern school provide it - primary, basic, secondary, higher? According to researchers, the main problem of modern linguistic education is that it has become a system of moral and psychological violence against students. Moreover, the main source and instrument of violence are the teachers themselves (teachers). They put out personal insecurity, professional unsuitability, and social problems on pupils (students); in the literal sense of the word, they avenge them for their problems and unsuccessful life. Degradation has gone far and it is systemic. However, this process can be stopped and the school and university can be turned into a place where they will go, if not with pleasure, then at least without hatred. The article proposes a solution to the question of how to ensure the psychological security of all participants within the educational process at school and university in terms of linguistic education, suggests ways to solve this problem. The results of the empirical research are discussed; they confirm the findings of the authors. At school, one needs to form cognitive competencies, and in a higher educational institution, academic professional competences and knowledge. The main thing is to teach a person to choose from the whole variety of what he likes. This is what is called digitalization - the correct device of the entire information fund, which allows anyone to find the necessary units of knowledge in the shortest time possible, as well as filter them, classify and use them here and now. How to achieve this? It is necessary to teach a child and a student not just to read, he must be taught reading. Reading is a steady, complex communicative behavior to extract meanings from texts. When behavior is the central word, it means that the student, as a subject, must enter the text and behave in it. The subject becomes one of the characters, a participant in the action, which is the descriptor of the text. This must be taught. Such is the great role of linguistic education. L.S. Vygotsky said that perhaps the most important task is to teach writing, and added that he did not know a single school where this would be done. We still do not teach schoolchildren and students writing and thinking In the world, there are educational systems built on the ideas of L.S. Vygotsky, other progressive scientists, teachers and psychologists successfully implement the expressed ideas and thereby ensure a favorable psychological climate in the team of students and teachers, thus ensuring their psychological safety. One of these systems is the International Baccalaureate (IB). The main objective of the International Baccalaureate (IB) is to educate knowledgeable, inquiring and caring young people who will contribute to the improvement and security of the world through the expression of intercultural understanding and respect. Within the framework of this goal, this organization, together with schools, governmental and international organizations, develops programs of international education of increased complexity and a procedure for rigorous testing of acquired knowledge. These programs motivate students around the world to become more active, compassionate, ready to raise the level of education throughout their lives, and to recognize the rightness of other people, even if they have different worldviews. The identification of the effectiveness of psychological security tools for students was carried out within the practical research within natural conditions during the educational process at the International Baccalaureate and General Education Schools of Perm. The results of research show that the most important parameters of educational activities, by which one can judge the level of psychological safety of students, can be identified basing on a comprehensive psychological and pedagogical analysis. It includes the following: level of student motivation; focus on the acquisition of knowledge; students' attitudes to teacher assessment, mutual evaluation and self-assessment; the level of concentration, the degree of critical thinking The results of the analysis...