The word “adaptation” refers to the body’s adaptation to external conditions. School adaptation is the process of forming a mechanism for a child’s adaptation to the requirements and conditions of learning. Its result can be either an adequate mechanism, leading to adaptation, ensuring the success of subsequent educational activities, or an inadequate mechanism for the child’s adaptation to school, leading to maladjustment of the child. Unfortunately, during the transition from primary to secondary school, much less attention is paid to adaptation issues. But the educational system in the fifth grade poses no less difficult tasks for the child than in the first: it is necessary to adapt to the classroom organization of the educational process, the different styles of teaching activities of teachers, and their personal characteristics. However, even more surprise arises when you think about the state of the work on adapting students to the educational environment. One gets the impression that only the child must adapt to the educational environment, but she cannot adapt to him. The process of school adaptation itself, which is the adaptation of the child’s psyche to the conditions and requirements of school education, is in most cases spontaneous: the children themselves somehow adapt to each other and to school! The triggering mechanism for the adaptation process is a sharp change in living conditions or familiar environment, leading to a mismatch between external social conditions and internal attitudes. New demands of schooling sometimes exceed the child’s capabilities, the state of the emotional sphere changes, causing a “nonspecific” stress reaction of the body. During the transition of children from primary school age to adolescence, it is especially important to assimilate norms and ways of relationships: the child has a need to be a subject not only of educational activities - he strives to assert himself. The need to be an adult, to recognize oneself as a person different from other people, is also formed. Younger teenagers' self-image changes - they do not consider themselves children and strive to enter the world of adults. The social orientation of aspirations is developing: teenagers want to find their place in the team, in relationships with comrades. The main motive of educational activity characteristic of primary school age - to occupy the social position of the student - is replaced in early adolescence by another important motive - to gain a certain position within the school community. The younger teenager’s attitude towards learning will become positive only if it helps improve his position in the team. The need to take a new position in relationships is closely related to the change in the teenager’s attitude towards himself at this time. During this period, a kind of crisis of self-esteem occurs. Thus, school adaptation is the process of forming a mechanism for a child’s adaptation to the requirements and conditions of learning. The trigger for the adaptation process is a sharp change in living conditions or familiar environment, leading to a mismatch between external social conditions and internal attitudes.