In the structure of the social situation of the development of schoolchildren in education, the external side (the school situation) and the internal side (the internal position of the student) are highlighted. In the study with the participation of 27 students of the eighth, 63 — ninth and 19 — tenth grades, the questionnaires “School situation” V. K. Zaretsky, A. B. Kholmogorova, “Inner position of the student” by D. V. Lubovsky and the questionnaire of sociopsychological adaptation by K. Rogers and R. Diamond were used. The features of the social situation of development in the education of schoolchildren of the 8th, 9th and 10th grades are revealed, the relationships of indicators of the school situation, the internal position of schoolchildren and socio-psychological adaptation are analyzed.

In an empirical study involving 83 fourth graders aged 10–11 years, the relationship between the parameters of the internal position of students, the motivation of learning and the school situation was studied. The questionnaires of teaching motivation (C.D. Spielberger, modification by A. D. Andreeva and A. M. Prichozhan), the student’s internal position (D. V. Lubovsky) and the questionnaire “School situation” (V. K. Zaretsky, A. B. Kholmogorova) were applied. The data indicating the validity of the questionnaire of the internal position in diagnostic work with fourth graders were obtained. There are no significant differences in the indicators of the internal position of the student in girls and boys, there are no significant relationships between the parameters of the internal position and the indicators of the school situation of fourth graders. Further prospects of research are discussed.