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Abstract: Nowadays, the problem of social adaptation of schoolchildren with special educational needs (SEN) has become one of the leading challenges of psycho-pedagogical practice. The implementation of the Federal State Educational Standard for Children with SEN brings about the necessity of providing special conditions in educational institutions, which would facilitate favorable socialization of children. Effective organization of psycho-pedagogical support is impossible without taking into account the specific features of personal development and interpersonal relations in each category of children with SEN. Specialists in the psycho-medical and pedagogical fields are now interested not only in the specific features of neuropsychic development of children with minor cerebral pathologies, but also in the development of their individual personal properties. The article deals with the peculiarities of social adaptation of junior primary school children with attention deficit hyperactivity disorder (ADHD). It describes the specific features of adaptation to the conditions of an educational institution, which are caused by psychological mechanisms of school maladaptation attributed to its cognitive, personal and behavioral components. The paper presents the results of an experimental study on the basis of long term systematic observation. It is found that children with ADHD demonstrate difficulties in adaptation to an educational institution in all spheres of activity: learning, personal development and interpersonal relations. In addition to the problems of social adaptation, junior primary school children may also possess negative features of personal development. The article highlights the necessity of organization of special psycho-pedagogical support of the studied category of children in educational institutions.