Deafness is a serious disabling sensory disorder that contributes to the formation of stigma – one of the main obstacles to successful mental and social adaptation of people with hearing loss. The study of various aspects of the formation of internal stigmatization in deaf and hard-of-hearing students will help them to pass the integration process in the safest way and feel part of the student society. We studied 155 deaf and hard-of-hearing students studying in different institutional settings. The most significant problems faced by deaf and hard-of-hearing students were identified, which reflect the essence of discrimination (social restrictions in employment and education, dependence on others and others). The nature and degree of stigmatization of students were influenced by the degree of hearing loss, age of onset of deafness, personality characteristics, level of mental health, type of identity - "inclusion" in the "world of hearing" or "world of the deaf", as well as learning conditions that contribute to their acculturation. Students with congenital hearing loss were less stigmatized – despite the pessimistic prognosis of their deafness, they did not limit themselves to visiting public places, and noted a friendly attitude towards them from others and family, which indicates that they got rid of the defect. Self-stigmatization was more pronounced in students studying under inclusion than in differentiated groups. Individuals with higher levels of extraversion, self-awareness, collaboration with others, a more pronounced sense of self-worth, a developed capacity for empathy, and higher rates of mental health were less likely to be stigmatizated.