The relevance of the study of this problem is explained by the fact that the schoolchildren with tuberculosis undergoing long-term treatment make up a large group of students with special educational needs. In the interests of social justice and equal opportunities to realize their personal potential, these students need special learning conditions being created, such as special teaching methods, as they experience pronounced difficulties in socio-psychological adaptation and integration into the educational environment.The aim of the article is to provide theoretical substantiation and experimental research of the cognitive, emotional-value and behavioral-volitional components of the self-concept of the schoolchildren with tuberculosis undergoing long-term treatment.The conducted research is based on the methods of theoretical analysis of domestic and foreign literature sources, testing of 50 students with tuberculosis, qualitative and quantitative analysis of the results of their self-reflection.The article presents a meaningful characteristic of the pedagogical aspect of the structural components of the category “self-concept” of a student who is on long-term treatment.Empirically, it has been found that more than half of the tested tuberculosis schoolchildren (52%) have elevated, high and very high levels of: resentment, negativism - 56%, physical aggression - 64%, sense of guilt - 72%, suspicion – 76%, irritation - 84%, verbal aggression - 96%.The practical significance of the research results presented in the article is that the results of the tuberculosis schoolchildren under long-term treatment will help teachers better understand and prevent possible problems in their education.

schoolchildren with tuberculosis undergoing long-term treatment; cognitive, emotional-value, behavioral-volitional components of the self-concept of schoolchildren; diagnostics of the self-concept of the schoolchildren studying at hospital schools.