Dacă despre educaţie se vorbeşte că a cunoscut o evoluţie semnificativă, tot mai frecvent apar menţiuni despre eşec şcolar, insucces şcolar, ca o discrepanţă între exigenţele şcolare, posibilităţile şi, mai ales, rezultatele elevului, cu efecte negative în plan psihologic, în plan social, culminând în final cu o marginalizare socială. Insuccesul şcolar (eşecul şcolar) exprimă, după cum s-a demonstrat, o discordanţă între cerinţele instructiv-educative şi posibilităţile fizice şi psihice ale elevului, el încetând să fie un fenomen aparent, aria şi formele sale de manifestare extinzându-se tot mai mult.

IDENTIFYING THE PSYCHOSOCIAL DETERMINANTS OF SCHOOL FAILURE AND ENSURING STUDENTS ADAPT TO SCHOOL REQUIREMENTS If education is mentioned as a significant development, more frequently occurring are mentions of school failure as a discrepancy between the demands of school, possibilities, and especially the results of the student, with negative effects psychologically, socially, culminating finally with social marginalization. The failure of school expresses, as was demonstrated, a discrepancy between the educational-instructive requirements and the physical and mental fitness abilities of the student, it ceasing to be an aparent phenomenon, its area and its forms of expression extending more and more.