Introduction. The problem of stress is currently relevant both for adults, children and teenagers. According to the statements of anti-stress toys manufacturers, as well as psychologists, anti-stress toys help to reduce the feeling of tension, anxiety, worry during stress. The purpose of this study was to assess the possibility of using anti-stress toys as a means of adaptation to the factors of the educational environment in children's educational organizations. The materials of the study were collected in the course of conducting a number of tests on mental performance, short-term memory and psycho-emotional state in students of adaptive schools (n=262) in the dynamics during the school year. Results. An increase in the share of schoolchildren with good attention concentration and short-term memory indices in the group of children using anti-stress toys at least once a week during recess was significantly established by the end of the year as compared to the first quarter. No influence of anti-stress toys on the dynamics of schoolchildren's psychoemotional state was established. Discussion. Analysis of publications devoted to the study of the use and influence of anti-stress toys on the functional state of children and adolescents has revealed mixed results, indicating both positive and negative effects in the process of their use in the educational process. Conclusions. It can be assumed that regular use of anti-stress toys by schoolchildren during the school year has a positive effect on their mental performance indicators.