An important desideratum in knowing deeply the process of school adaptation is the examination of psychosocial and relational domain of the child. Psychosocial school adaptation includes the conformation at the requirements of the school community (teaching staff, students, small groups, etc.), at the child’s capacity to relate with teaching staff and colleagues, to internalize school rules and social rules accepted. Psychosocial school adaptation identifies social status of a child in a social group (a class), social abilities, “emotional comfort” and prevailing affective state, psychological climate in group and the way of establishing interpersonal relationships.