School adaptation is the process of achieving the balance between the evolving personality of the student during his training and the ascending demands of the entourage in terms of assimilating informational content in terms of qualitative and quantitative changes in the values of the education system. Adaptation to schooling cannot be conceived without the analysis of interpersonal relationships within the group that constitutes the class of students as a social group. From the literature we researched, we will note only the following causes of adaptation difficulties: individual factors - related to the personal ability of each student to react, ie personal resources, the richness and quality of "adaptation schemes"; thus, some students have a higher potential for adaptation (malleability, communication, acceptance of prohibitions, tolerance for frustration), and others a lower one, as well as external factors in determining school maladaptation behaviors: family psycho-pedagogical factors ( deficits of family climate and family structure, child and divergences between adult family members, disagreement between supply and demand), school psycho-pedagogical factors. When a change in the environment occurs in the process of natural human evolution, a change in behavior also occurs automatically. We are talking here about the development of emotional and social skills, of interrelation. These competencies in the area of social and emotional development of each student, which conditions the successful integration of the child in the school environment and adaptation to the organized, planned school system, refer to: self-knowledge, especially their own feelings and emotions, their own desires, needs, which ensure the physical and emotional balance of the child.