.The relevance of the study is due to the objective necessity to generalize the main trends of scientifi c research that have been developed earlier with the intergenerational communication and development of modern scientifi c schools of the Faculty of Psychological, Pedagogical and Special Needs Education of the Saratov State University, which is celebrating its 45th anniversary in November 2023. The purpose of the study is to generalize the experience of formation and development of scientifi c schools of the Faculty of Psychological, Pedagogical and Special Needs Education of Saratov State University from the diachronic perspective. Methods (tools): retrospective and comparative analysis of the data from scientifi c and bibliographic sources. Results. The contemporary psychological school is presented through the prism of the scientifi c interests of Professor I. V. Strakhov, the pedagogical one is represented through the works of academician N. F. Posnansky, the defectological school is analyzed through the works of the founder of Russian typhlopedagogics (methods of teaching the blind) A. A. Krogius. The study analyzes the works of V. I. Balayeva, K. F. Sedov, G. K. Parinova, E. A. Alexandrova, R. M. Shamionov, M. V. Grigorieva, Yu. V. Selivanova and other methodologists in a retrospective and perspective aspects. For the fi rst time, an attempt has been made to outline the origins of the methodological school of the faculty. The study also presents the experience of several generations of the faculty teachers connected with their participation in the creation of federal and regional textbooks for schools and workbooks for students, which was predetermined by the series of publications “Pedagogical Institute for the School”. The range of modern scientifi c and methodological interests of the faculty stuff is systematized: grant projects, initiative research topics of the faculty chairs, the agenda of the dissertation boards. Moreover, the study presents the faculty research cluster: it has specifi ed the existing laboratories, centers, and equipment for collecting empirical data. Conclusion. The study has summarized the experience of the formation and development of scientifi c and methodological schools of the faculty. It has identifi ed traditional research issues that are characteristic of all the stages of diachronic development and the transformed research topics and/or the issues that re-emerged under the infl uence of the public demand of the modern world and the current socio-cultural situation.