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Abstract: The article raises the question of the specificity of the atmosphere at school that arises during transition from primary to middle level education. Younger teenagers face with the fact that all of the factors that ensured stability of the learning earlier (one teacher for all he subjects, one classroom, a unified approach to the organization of training, etc.) undergo changes. The majority of scientists (I. V. Dubrovina, L. I. Bozhovich, W. Glasser, T. V. Dragunova, A. N. Leontiev, D. B. Elkonin, P. M. Yakobson and others) believe that this age is associated with a crisis in personality development of the student. There begins to develop the awareness and acceptance of themselves as individuals, former ideas undergo considerable changes, new mental traits are formed, and new needs arise. Consequently, in the fifth grade, it is necessary to combine the learning process with a variety of communicative activities. Such is the interactive learning that is based on the cognitive interaction between the subjects, ensuring their independence and activity in solving educational–cognitive, communicative–educational and socio-orientation tasks. The conditions of implementation of interactive learning include: friendly attitude to the students; individual approach, taking into account the «zone of proximal development» of a teenager; a positive emotional evaluation of any student’s achievement; improvement in various forms of communicative competences of pupils and etc. It helps younger children to become familiar with the new educational situation, to open up new learning skills and personal qualities; it also creates conditions for the manifestation of personality of the younger teenager. The efficiency of interactive learning is proved by the data of diagnostics of socio– psychological adaptation of younger adolescents on the diagnostic and productive phases of the experimental research work: by the end of the school year two thirds of students have adapted to the new training conditions. Consequently, interactive learning implemented in the classroom in the fifth grade, meets age– related needs of younger adolescents and contributes to their successful adaptation during the transition from primary to middle level education.