The psychological profile of the rejected preteen by the school group. The purpose of the prezent study is to emphasize the psychological particularities of the rejected preteen by the peer group. Hypotheses: 1. There are personality factors that influence the rejection of the preteen by the school group. 2. The psychological profiles of the better-liked persons differ from those of disliked persons by the group. 3. A special educational program with a higher level interaction strategies will assure the rehabilitation of the rejected preteens by the group. The results: The generalized psychological profile of the preteen that is rejected by the school group: a subject with visible tendencies to psychosomatic discomfort, serious emotional difficulties, affective iritations, intemperate, restless, manifests the need to change something in his life, always looking for adventure and have tendencies for exaltation – all of these represent the characteristics of the emotional immaturity. The rejected is very worried and anxious, stressed and has a growing nervous tension, uneasy and even trifling or common place difficulties can upset him. He becomes angry, furios then aggressive with disruptive manner or even vident actions. Manifests tendencies for a bossy conformist thinking. Possesses a self-criticism, has ability to recognize small weaknesses and defects. He is a social outcast that,s why he needs to learn new interpersonal social skills, social contact or relation, but is very hard and difficult for him to maintains this social contact. That,s why he experiences strong feelings of lonlinees and social dissatisfaction. Rejected child is a subject discontent with himself, always irritated, angry and sad, he is violent and aggressive. Methods of integration in group of rejected preetens: the development of social skills, social skills training, intensive academic intervention and the necessity to create in school groups special satisfying non-threatening programs, the group members must work cooperatively to achieve the tasks, the development of the communication, of the capacity to offer suport and attention, the development of the ability to keepremain calm, to encourage self-confidence and self-esteem, to be encouraged to develop outside interests, the group members must know each other very well and they must interact. Parents must be trained how to improve children’s social skills.