It is no secret that recently the problem of neuropsychiatric disorders among children has reached a new level, the solution of which lies not only in the plane of child-parent relations, but also in the system of educational measures. Qualitatively different, in comparison with previous institutions of socialization /family, preschool institutions/, the atmosphere of schooling, consisting of a combination of mental, emotional and physical stress, makes new, complicated demands not only on the psychophysiological constitution of the child or his intellectual capabilities, but also on his holistic personality, and, above all, to its socio-psychological level. One way or another, entering school is always associated with a change in the usual way of life and requires adaptation to new conditions of social existence. In the most general form, school maladjustment usually means a certain set of signs indicating a discrepancy between the socio-psychological and psychophysiological status of the child and the requirements of the school situation. learning, the mastery of which for a number of reasons becomes difficult. Recently, there are more and more children who cannot cope with the curriculum even in elementary school. These children require special attention from both the teacher and the psychologist, since chronic lag in primary school negatively affects the further intellectual and personal development of the child. In some cases, a child needs an individual correction program, the development of which necessarily involves knowledge of the factors that cause academic failure. The main factor influencing the success of first-graders’ knowledge acquisition is adaptation to school conditions. Entering school and a change of environment place increased demands on the child’s psyche and require active adaptation to this new social organization. Not all children experience it painlessly; this may be determined by the child’s condition and psychological readiness for learning. The first grade of school is one of the most significant critical periods in the lives of children. Entering school for many of them is an emotionally stressful situation: the usual stereotype changes, the psycho-emotional load increases. How adaptation will take place in the first year of study largely determines work capacity and academic performance in subsequent years. When entering school, a child is influenced by a complex of factors: the class staff, the personality of the teacher, a change in regime, an unusually long restriction of physical activity, the emergence of new, always attractive responsibilities. The body adapts to these factors, mobilizing a system of adaptive reactions for this. From the very first days, school sets a number of tasks for the child. He needs to successfully master educational activities, master school norms of behavior, join the class team, and adapt to new conditions of mental work and regime. The fulfillment of each of these tasks is directly related to the child’s previous experience. Distinct changes during the period the child enters school are manifested in behavior. The positive effect of adaptation to school is reflected in the achievement of relative compliance of behavior with the requirements of the new environment and is ensured by psychological readiness to perform the tasks facing the child. When a child enters school, under the influence of education, a restructuring of all his cognitive processes begins, and they acquire qualities characteristic of adults. This is due to the fact that children are involved in new types of activities and systems of interpersonal relationships that require them to have new psychological qualities. The general characteristics of all cognitive processes of a child should be their arbitrariness, productivity and stability. Psychologists have proven that ordinary children in the lower grades of school are quite capable, if only they are taught correctly, to learn more complex material than that which is given according to the currenttraining program. However, in order to skillfully use the child’s existing reserves, it is necessary to solve an important task first: adapt children to work at school and at home as quickly as possible, teach them to study without spending extra physical effort, to be attentive and diligent. Starting a child’s education at school - a difficult and responsible stage in his life. Psychologists note that children 6–7 years old are experiencing a psychological crisis associated with the need to adapt to school. What are the conditions for the need for a child’s psychological adaptation to school to arise? Firstly, the child’s social position changes: from a preschooler he turns into a student. He has new and complex responsibilities: doing his homework, coming to school on time, being attentive in class, being disciplined, etc. Essentially, for the first time in his life, the child becomes a member of society with his own responsibilities and social and public duty. The teacher acts as a representative of society: he sets requirements and norms, guides the child in how he should behave, what and how to do. Secondly, the child experiences a change in leading activity. Before starting school, children are mainly busy playing. When they arrive at school, they begin to master learning activities. The main psychological difference between gaming and educational activities is that gaming activities are free, while educational activities are based on the child’s voluntary efforts. It should also be noted that the child’s actual transition from play activities to educational activities is not carried out by his will, not in a natural way for him, but as if “imposed” on him from above. Thirdly, an important factor in a child’s psychological adaptation to school is his social environment. The success of his further education at school depends on the teacher’s attitude towards the child. The success of a child’s adaptation to school also depends on how firmly he was able to establish his position in the class among his peers. An active and proactive child becomes a leader and begins to study well; a quiet and pliable student turns into a follower or an outsider, learning reluctantly or directly. Fourthly, one of the acute problems is the problem of restraining the motor activity of an initiative child and, conversely, the activation of lethargic and passive children. Socio-psychological adaptation is a process of active adaptation, in contrast to physiological adaptation, which occurs as if automatically. The relationship with the environment to which one must adapt is special. Here, not only the environment influences a person, but he himself changes the socio-psychological situation. Therefore, not only the child has to adapt to the class, to his place at school, to the teacher, but also to the teachers themselves to the students who are new to them. Some first-graders experience difficulties, primarily in establishing relationships with the teacher and classmates, which is often accompanied by a low level of mastery school program. Emotional discomfort is visible in the expression of their faces: sadness, anxiety, tension are typical for them. The lack of adaptation in a certain part of schoolchildren is associated with behavioral problems - low assimilation of school norms of behavior. During lessons, these children are inattentive, often do not listen to the teacher’s explanations, are distracted by extraneous activities and conversations, but if they focus on the task, they complete it correctly. During recess there is a release of tension: they run, shout, and interfere with other children. All this gradually leads to their isolation; outbursts of anger and anger towards classmates are increasingly manifested in behavior. The influence of unfavorable factors on a child’s adaptation to school, according to the same study, has the following descending sequence: incorrect methods of education in the family; functional unpreparedness for school; dissatisfaction in communicating with adults; inadequate awareness of one's position in the peer group; low level of maternal education;conflict situation due to alcoholism; negative status of the child before entering first grade; low level of father's education; conflict situation in the family; negative style of attitude towards children of a preparatory class teacher; single-parent family. The adaptive process has certain stages of development and occurs in phases. Usually there are phases of short-term increase in resistance (usually the first hours or days of exposure) and its decrease, after which a state of stable adaptation develops. In general terms, this scheme describes adaptive changes under the influence of a wide variety of environmental factors on the body - cold, hypoxia, etc. The process of a child’s adaptation to school can also be divided into several stages, each of which has its own characteristics and is characterized by varying degrees of tension functional systems of the body. The first stage is indicative, when, in response to the whole complex of new influences associated with the beginning of systematic communication, almost all systems of the body respond with a violent reaction and significant tension. This “physiological storm” lasts quite a long time (2–3 weeks). The second stage is an unstable adaptation, when the body searches and finds some optimal (or close to optimal) variants of reactions to these influences. At the first stage, there is no need to talk about any saving of the body’s resources: the body spends everything it has, and sometimes “takes on a debt.” At the second stage, this price decreases, the storm begins to subside. The third stage is a period of relatively stable adaptation, when the body finds the most suitable options for responding to the load, requiring less stress on all systems. Whatever work the student does, be it mental work to assimilate new knowledge, the static load experienced by the body in a forced “sitting” position, or the psychological load of communication in a large and diverse group, the body, or rather, each of its systems, must respond with your stress, your work. Therefore, the more tension each system produces, the more resources the body will use up. And we know that the capabilities of the child’s body are far from limitless, and prolonged stress and associated fatigue and overwork can cost the child’s body health. The duration of all three phases of adaptation is approximately 5–6 weeks, and the most difficult is the first month. What are they characterized by? first weeks of training? First of all, a fairly low level and instability of performance, a very high level of tension in the cardiovascular system, as well as a low level of coordination (interaction) of various body systems with each other. In terms of the intensity and intensity of the changes occurring in the child’s body during training sessions in the first weeks of training, the educational load can be compared with the impact of extreme loads on an adult, well-trained body. Only in the 5-6th week of training do performance indicators gradually increase and become more stable, the tension of the main life-supporting systems of the body decreases, i.e., a relatively stable adaptation to the entire complex of loads associated with learning occurs. However, according to some indicators, this phase of relatively stable adaptation lasts up to 9 weeks. And although it is believed that the period of acute physiological adaptation of the body to the educational load ends at 5-6 weeks of training, the first year can be considered a period of unstable and intense regulation of all body systems. The success of the adaptation process is largely determined by the state of the child’s health and psychological readiness for learning. Psychological readiness is considered as a complex characteristic of a child, which reveals the levels of development of psychological qualities that are the most important prerequisites for normal inclusion in school life and for the formation of educational activities at the stage of school childhood. These psychological qualitiesgrouped in a certain way, and their groups are considered as components of psychological readiness for school. The main components of psychological readiness for school are: mental readiness for school, motivational readiness for school, emotional-volitional readiness for school, readiness to communicate with classmates and the teacher. Among the tasks that the school sets for students, the first thing that stands out is the need for them to master a certain amount of knowledge. An indispensable condition for fulfilling this requirement is a sufficient level of intellectual development of the child. The discrepancy between his mental capabilities and incoming information creates great difficulties, which complicates adaptation and inhibits overall mental development. The dominance of the motive that encourages him to fulfill the school requirements, the role of the student, and cognitive interests ensure the child’s successful adaptation to the new conditions of school education. Underdevelopment of the motivational-need sphere prevents effective mastery of the school education system. The degree of volitional development allows one to regulate one’s behavior to one degree or another in difficult conditions, when one must make proactive conscious efforts in order not to deviate from the task at hand. The child does not experience a state of tension, and the adaptation process takes place painlessly in the case when the level of development of emotional and volitional qualities is high enough, which ensures the opportunity to promptly restructure behavior and activities in accordance with the requirements. Educational activities are collective in nature, therefore, when entering school the child must have certain communication skills with other children, thanks to which he can quickly join the peer group. The teacher plays an important role in the formation of friendly relationships. He acts as an authoritative mentor, demanding compliance with certain rules of behavior and suppressing any deviations from them. Full adaptation is facilitated by the harmonious development of the individual. These schoolchildren are characterized by a fairly high level of development of intellectual functions and persistent motivation for educational activities. Most of them have a stable personality type, including such properties as sociability, stability and high self-control. The predominance of these personal characteristics is most often ensured by favorable microsocial and biological conditions of development. A complex of personal characteristics, among which the leading ones are increased emotional lability, self-doubt, social timidity, low self-control, leads to unstable adaptation. The greatest difficulties are experienced by children who, along with intellectual defects reveal underdevelopment of the motivational-need sphere. Their behavior is dominated by features of infantilism, which manifest themselves in two forms: in the form of motor disinhibition and in the form of mental inhibition. A psychotraumatic situation associated with the failure of children with an infantile personality type in a mass school determines their withdrawal into play, which is a unique form of compensation. Such behavior leads to disruption of adaptation. School maladjustment adversely affects the health of such children and leads to the emergence of asthenic and neurosis-like symptoms. Violations of socio-psychological adaptation to school in children of primary school age play a significant role in the development of borderline neuropsychiatric disorders; instability according to the identified adaptation criteria is accompanied by a weakening of the child’s body’s regulatory systems and the appearance of functional abnormalities in the neuropsychic sphere, reaching a subclinical or clinical level. The persistent disturbance of the emotional state registered in this case passes into the area of ​​neuropsychic pathology. Self-regulation of behavior poses a particular difficulty for children aged 6-7 years who begin to study at school. To manyFirst-graders clearly lack the willpower to constantly maintain themselves in a certain state, to manage themselves for a long period of time. The problem of learning difficulties in primary school is one of the most difficult. First of all, let's look at the features of adaptation and learning difficulties related to health. At first, the behavior and well-being of children mostly changes for the worse. Both teachers and parents notice this. Some kids become restless, or, conversely, lethargic, drowsy, whiny, irritable, complaining that “the head hurts, they eat poorly, and have difficulty falling asleep. All this is understandable for now: after all, the child is adapting to new conditions of education and upbringing, and, of course, does not pass without leaving a mark on his well-being. But 1-2 months pass, and most of the guys become calmer and more disciplined, they feel like schoolchildren, and successfully master the program. But it doesn’t always happen so well. Already at the beginning of the year it becomes clear that not all children are able to study. Some, apparently, get tired very quickly and do not live up to the hopes they showed in the first days; many often get sick, miss classes, and fall behind. It is necessary to clearly understand what lies at the basis of the disorders that are called the asthenic state. It must be remembered that the basis for impaired cognitive activity, and therefore a decrease in academic performance in an asthenic state, is a weakening of mental performance, and not true intellectual failure. Due to the general weakening of the child’s body, the pace of activity, the speed of assimilation of material, and memory are reduced. Learning becomes more difficult, with a rapid decline in performance, a narrowing of the volume of material that is perceived, difficulties in distributing attention switching, and an inability for prolonged mental stress coming to the fore. The main help for such children is the organization of a gentle regime, adequate sleep and rest in the air, a reduction in the educational load, rational organization of homework assignments (10–15 minutes of work, 10–15 minutes of rest). Timely measures taken, as a rule, help improve the student’s condition. A separate group consists of children who are vulnerable, irritable, tearful, and easily fatigued; Some experience stuttering, involuntary twitching of the eyelids, muscles of the face, neck, and torso. Others, according to their parents, wet their beds at night and have trouble sleeping. These are neurotic disorders that belong to the borderline group. Another group consists of children in whom the indispensable cause of the development of neurotic disorders is psychogenic factors. These include mental trauma caused by fear, fear, and traumatic situations resulting from disruption of interpersonal relationships. Neurotic and neurosis-like disorders of the neuropsychic sphere occur, as a rule, not in isolation, but in various combinations. Most often they manifest themselves in the form of stuttering, involuntary twitching of the eyelids, facial and neck muscles, bedwetting, and sleep disturbances. The favorable soil on which they arise is a weakened nervous system. Therefore, it is no coincidence that students are usually lethargic, whiny, irritable, often with a low background mood. Children who stutter present a great difficulty for the teacher. This disorder can occur for various reasons, among which a certain place is occupied by a state of severe mental stress, fear, and mental shock. When such children are worried, remember something unpleasant, painful, stuttering intensifies. Unlike neurotic, neurosis-like stuttering is associated either with congenital underdevelopment of speech function, or with organic lesions of the brain. When such a child speaks slowly, there is no stuttering; when he speaks quickly, the stuttering is more pronounced. Moreover, it, as a rule, intensifies from overwork and illness at the end of the day. No matter what neuropsychiatric disorders a child suffers from, this.