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. Modern realities define educational mobility as one of the key abilities, which is a kind of predictor of successful socialization and career guidance of a person. The purpose of this article is to analyze the effectiveness of the author's itinerary in the process of forming the educational mobility of high school students. Methods. In the course of this study, 105 students of grades 10-11 of two schools in Belgorod (Russian Federation) were diagnosed twice, which allows us to state the effectiveness of a personalized thematic route within the framework of high school students' training sessions (A.S. Lachins' methodology "Flexibility of thinking", T. Ehlers' methodology "Motivation for success"; N.P. Fetiskin's methodology "Perceptual assessment of the type of stress resistance" adapted for adolescents). Methods of mathematical statistics: the χ2-Pearson criterion. Results. The introduction of a personalized and thematic itinerary had a positive effect on the development of flexibility and plasticity of students ' thinking (the initial 65% increased to 85%; χ2emp =7.551; p &lt;0,05), allowed to increase the number of high school students who are highly motivated for cognitive activity and success (from 21.3% to 54.6% of students; χ2emp=11.703; p &lt;0.05). The number of psychologically resistant students who adequately assess the difficulties that arise, who are able to rationally distribute their own forces and emotions, has increased (the number of students with high resistance to stressful situations has increased by 17%; χ2emp= 8.261; p &lt;0,05).  Conclusions. The results obtained indicate the effectiveness of a personalized-thematic itinerary as a unified tool for implementing an individualized educational vector of a student. Its systematic use optimizes the organizational and time costs of teachers and students, effectively developing the educational mobility of the individual and meeting the key requirements of the social order of the state.

Personalized-thematic itinerary as a means of forming the educational mobility of high school students: the experience of experimental development