The relevance of the study is conditioned by the complexity of students’ adaptation to learning at University due to the change of social environment, an alarming feelings about the precise self-determination, lack of knowledge in opportunities for self-expression in art, science, sport and public life. The purpose of the paper is to identify methods of psychological and pedagogical accompaniment of first-year students in process of adapting to learning at University. The leading principle of the study is the dialogic principle, which allows the considering of the psycho-pedagogical accompaniment as a specially organized interaction of entities of educational process with the aim to develop the inner potential of students and to engage them in goal-setting, planning, organization and adjustment of learning at the University. The study involved 350 teachers, 450 students, by whom the criteria were identified for the effectiveness of psychological and pedagogical accompaniment of first-year students in process of adapting to learning at University. The main results of the study are to identify organizationally-administrative, psychologically-pedagogical, preventively-adaptive, professionally-network, normatively-legal methods of psychological and pedagogical accompaniment of first-year students in process of adapting to learning at University. The significance of the results obtained is that the set of identified methods of psychological and pedagogical accompaniment ensures the formation of students’ reflexive thinking; formation of the attitude to constructive social and professional interaction with others; mastering the abilities and skills of psychological stability in situations of risk.

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