The article presents the results of an experimental study of the contents and efficiency of basic psychological tools used for the adaptation of adolescents to the teaching process in a college. The research has shown several underlying factors that contibute to a lack of adaptation: facing new teaching staff and classmates, lack of awareness of teachers’ individual differences, emotional states, habits, etc., low academic motivation; difficulties in attaining self-acceptance and acceptance from others, academic anxiety, etc. Based on the findings, practical recommendations are given to support them.