Přínosy adaptačního kurzu pro rozvoj třídního klimatu u žáků 6. ročníku základní školy

This thesis focuses on the transition of pupils from the first to the second stage of primary school and on the importance of adaptation courses as a supportive tool in shaping classroom climate. The theoretical part describes the developmental characteristics of pupils entering early adolescence, defines the concept of classroom climate, and outlines the factors that influence social relationships within a school class. Furthermore, it explains the purpose, goals, methods, and preventive potential of adaptation courses. The practical part is based on a mixed research design. It includes the administration of the standardized MCI (My Class Inventory) questionnaire before and after the adaptation course, qualitative observations during the course, and an analysis of pupils' reflections. The research was conducted in a sixth-grade class with the aim of assessing how the adaptation course influenced the classroom climate and the social dynamics within the group. The findings indicate an improvement in perceived cohesion, communication, and cooperation among the pupils, confirming that adaptation courses represent an effective tool for fostering a positive classroom climate at the beginning of lower secondary education.