The study aimed to know the preventive role of the student psychologist and its relationship to the intellectual security among the tenth and eleventh graders from their perspective. The study sample consisted of 654 students of grades ten and eleven from four different governorates: Muscat, Dakhliya, South Batinah and North Batinah. The researcher investigated two variables from the students' perspective: the preventive role of the student psychologist (in two dimensions: psychological prevention and social prevention) and the intellectual security (in three dimensions: the boosters, barriers and threats of the intellectual security) from the perspective of the students themselves, The researcher has followed the descriptive correlational approaches: Pearson correlation- T-tests- analysis of variance ANOVA, One-Way ANOVA, Post Hoc Comparison Scheffe Test, Test-Retest Stability and Descriptive statistics using SPSS. The results of the study showed that the students viewed that there is an average preventive role of the student psychologist. The students also viewed the same about the level of the intellectual security. The results also showed that there are no significant differences (at 0.05) about the sample's perspective about the preventive role of the student psychologist regarding the variable of grades. In addition, results showed some significant differences regarding the variable of the governorate at the same level of 0.05 with preference to the governorates of Muscat, Interior and North Batinah. The results also showed that there are significant differences regarding the variable of the intellectual security due to the variation of the governorates: between South Batinah and Muscat and Dakhiliya (preference to Muscat and Dakhiliya), also between North Batinah and Dakhiliya (preference to Dakhiliya). The researchers found that there is a statistical correlation (at 0.05) between the preventive role of the student psychologist and the intellectual security since. The researcher recommends to activate students discussions and debates to ensure the intellectual security of post-basic graders. He also recommends more coordination between the schools and the sectors of Higher Education, Religious Affairs, Security Authorities and Social Development to provide special programmes boosting intellectual security among students.