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Abstract: This is the first attempt to use the category of "psychological context" for the study of social and cultural adaptation of first-graders. The article presents a theoretical model of the internal crosscultural context of students as a system that includes meaningful elements: ethnic and social identity. Ethnic identity and social identity are defined as element of internal cross-cultural context of first-graders. The article presents the results of empirical research. Statistically significant correlation of the components of ethnic and social identities is found, confirming the hypothesis that students in traditional cultures solve the problem of cultural adaptation to a new ethnic environment. It is proved that the inner context, depending on the result of the integration of socio-cultural samples, takes many forms. Internal crosscultural context, manifested in the form of subjective and socio-cultural integration of the school and manifested in the form of diffuse, and crisis group, does not lead to adaptation. The process of integrating the elements of the internal context is accompanied by the inclusion of unconscious psychological defenses. Children with diffuse, group and crisis forms show the tendency to use primitive defense mechanisms and lack higher psychological protection, in comparison with the students with subjective and sociocultural forms. It is found that first graders with diffuse, group and crisis forms of internal cross-cultural context, experience difficulties in adaptation to school. The theoretical model introduced in the article can be extrapolated to other age stages of personality development in education, including professional education.