The article describes the stages of empirical research of family upbringing styles in different ethnic groups as the main factor of ethno-psychological adaptation of the child to the school environment, it describes the general procedure of investigation and substantiates the complex of the methods and techniques. The article aims to study the adaptation of younger school children to the school environment in the context of ethno-psychological characteristics and to determine the major ethno-psychological factors that can significantly influence the formation of the child's personality. Firstly, we analyze emotional mental states, neurotic features, anxiety, aggression, communication problems and behavioral manifestations in compliance with the school environment and attitude. Number of negative mental states in primary school children is the root that causes complications in the process of their individual adaptation. These changes ethnopsychologically specify. Particularly for the schoolchildren it is more common to experience the disruption of communication, destructive changes in relationships with others (opposition, negativism, non-conformism or absolute conformism). While other kids are more anxious and feel greater insecurity that results in fear of school, lower status position within children's community, isolation and so on. These are caused by different types of destructive influences of family, which is reflected in the style of education.
Keywords: adaptation, ethno-psychological adaptation, adaptation factors, processes of adaptation, school environment, mental processes, parenting style, gender differences in education, ethnic characteristics of education, psycho-diagnostics