This review aims to investigate the concept of social intelligence in junior pupils. Given that one accepts the existence of social intelligence as defined in one of many ways the questions of its development remain as yet unanswered. Children’s needs to master social development tasks in order to succeed in school has been highlighted recently by both researches and policy analysts. Over the past 20 years there has been a growing interest in social intelligence in this area is regarded as protective against long-term social problems. Intelligence appears as a quality of all mental activity as an expression of the superior organization of all psychic processes, including those affective-emotional and volitional. It is difficult to define social intelligence if we take into account that this concept is very close to other social notions such as social skills and competence. More recent researches with junior pupils have shown that social knowledge contributes to social problem solving and/or skilled social behaviour, which then predicts later social competence, peculiarity sociometric status with peers. In conclusion of the presented overview, authors say that the development of children’s social intelligence has been prioritized and considered to be essential for the achievement and school progress of junior pupils as well as for their future well-being.