The purpose of the study is to develop theoretical and practical foundations for preparing a teacher for productive interaction with a substitute family in a difficult pedagogical situation. Data on the teacher’s readiness to work with a substitute family were obtained, areas of deficiency in vocational training were identified. It has been established that it is advisable to implement short-term full-time courses for teachers, within which the peculiarities of the life of the substitute family are studied, technologies for diagnosing the substitute family, organization and maintenance of psychological and pedagogical support of substitute families are mastered.