Background and goals One of the important issues related to health care of children and adolescents, is the success of socio-psychological adaptation in the learning process. There is a task of evaluating the manifestations of basic forms of adaptation-disadaptation of students in the school environment in accordance with physical development.

Methods A comprehensive study of 220 students was carried out by methods of estimating the harmony of physical development, as well as the manifestation of typical forms of school disadaptation according to a poll of teachers: disadaptation in learning activities and communication, emotional distress, violations in moral sphere.

Results It was found a group of students with different disharmony in physical development – deficiency or excess of body mass: 15.8% and 14.3%, respectively.

Comparative evaluation of various forms of school disadaptation showed their dependence on the deficiency or excess of body weight.

Thus, in overweight children the disadaptation in learning activities is by 18.8% higher than in children with normal physical development (p<0.01).

On the contrary, underweight students showed more disadaptation in communication (23.7%, p<0.01); greater emotional distress (9.5%, p<0.05) and disturbances in moral sphere (38.9%, p<0.01). There were greatest differences in teaching students in school.

Conclusions The findings show the relationship of the main forms of school disadaptation with the disharmony of physical development, which is increasing during students’ growing up. This should be considered in solving problems of social and pedagogical rehabilitation of disadaptated children and adolescents for successful socialisation.