Psychological mechanism and psychological peculiarities of the early school disadaptation are depicted.

The basic reasons of the mass early school disadaptation are investigated, stressing the fact, that they evoke due to the specific features of the present-day social situation.

It is found in experimental way, that the principal mechanism of the early school disadaptation launching is causal attribution, due to which school teachers label children as disadapted not being aware of the true socio-psychological or other reasons of describing pupils in that way.

The role and opportunities of the modelling experiment in coping with this destructive school communication are shown. The functions and aims of the school psychological service are defined more precisely.

The key-words: early school disadaptation; psychosociogenesis; social developmental situation; psychosemantic approach; causal attribution; modelling training.