| Summary: | The relevance of the article is due to the need to develop the well-being of students included in a special risk group because of their deviancy: that affects the level of the quality indicator of higher education. This problem is presented in the aspect of development of lifelong learning in the context of the Bologna process. The purpose of the article is to identify the well-being of students of the risk group as an indicator of improving the quality of higher education correlated with personality-oriented learning and the idea of increase of their mobility and competitiveness in the labor market. The authors reveal that students of the risk group with a low level of well-being and a low level of self-acceptance face difficulties in setting an adequate goal in life, as well as in establishing the necessary contacts that contribute to the creation of autonomy that determines the satisfaction of the proposed conditions of their development. The authors show the essence of the quality indicator of higher education, which consists in resilience, involvement in one's own activities and risk taking, which is realized through the active assimilation of knowledge from experience and its usage. It is proposed to consider the development of students' well-being as an additional indicator of the quality of higher education. It has been proven that the high value of the diversity of education systems is recognized as one of the missions of higher education to develop the well-being of students of the risk group. The article could be interesting for educational psychologists, graduate students and researchers of risk groups in the education system.
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