This research investigates the psycho-pedagogical aspects of teaching the art of rhetoric to adolescents in
grades 8-9, focusing on students aged 13-16. Recognizing the unique developmental characteristics of this age
group, the study aims to identify key criteria informed by psychological principles that can enhance instructional
practices. Specifically, the research seeks to understand how factors such as the desire for independence, increased
peer interactions, and the quest for identity influence the effectiveness of rhetoric education. By developing
a comprehensive framework based on these characteristics, the study emphasizes the importance of adapting teaching methods to align with the cognitive and social needs of adolescents. To gather insights, a survey was administered to 54 students, equally divided between grades 8 and 9, using eight carefully crafted questions that reflect the identified criteria. The results will be analysed to determine the extent to which students’ responses align with the proposed socio-psychological characteristics. This analysis aims to shed light on the significance of rhetoric education in promoting critical thinking, self-expression, and interpersonal skills among adolescents. Ultimately, the findings are expected to inform the development of elective courses that not only foster rhetorical abilities but also support students’ overall personal and social growth, creating a more engaging and relevant educational experience.