The relevance of the study is due to the fact that adolescence is a sensitive period for the development of giftedness and the formation of a stable personal identity, a system of relationships with oneself and other people, which can be hindered by experiencing social stigmatization. In this context, identification of socio-psychological resources for maintaining subjective stability and proactive development of personality giftedness in the crisis conditions of the modern educational environment seems to be necessary. The research purposeis to study the infl uence of social stigmatization in educational environment on the orientation and nature of the relationship between personal identity and markers of the giftedness crisis in adolescents. The study hypothesizes that self-stigmatization is a moderator of the correlation between symptoms of personal identity deformation and markers of the giftedness crisis in adolescents experiencing social stigmatization in the educational environment based on the low income of their families. Participants: 123 teenagers (students at municipal budgetary educational institutions in Penza, Saratov, Samara, Perm, Norilsk, Chita, Krasnodar, Stavropol, Voronezh; 79 female, 44 male) aged 15 to 17; M = 15.28; SD = 1.54). Methods (tools): an author’s questionnaire (V. E. Lebedeva) was used to record socio-demographic characteristics, parameters of experiencing social stigmatization in the educational environment, and subjective attitudes towards one’s own giftedness; to measure the degree of self-stigmatization, the Internalized Stigma of Mental Illness (ISMI) scale (J. Boyd) adapted by V. S. Vorontsova et al.; assessment of the stability of personal identity – the Identity Stability Index (G. M. Breakwell et al., adapted by Ya. A. Solovyova and M. A. Odintsova); to study the dynamic characteristics of identity, use the “Identity Processes of an Individual” questionnaire (M. D. Berzonsky et al., adapted by Yu. V. Borisenko); to diagnose one’s attitude towards one’s own giftedness, use the “Attitude towards One’s Own Giftedness” questionnaire (E. N. Volkova et al.). Results: the original model of the “giftedness crisis” phenomenon has been developed by the author and tested by analyzing moderation. The moderating eff ect of selfstigmatization on the correlation between symptoms of personal identity deformation and markers of the giftedness crisis in adolescents. Main conclusions: experiencing social stigmatization disrupts the stability of personal identity, “undermines” its deep foundations, since a teenager is forced to hide their giftedness, to be ashamed of it and their “incompatible” social status. Practical significance: the data obtained can be used for the purpose of psychological correction of vulnerable areas of a gifted person who has experienced social stigmatization by signifi cant Others in the educational environment.