The prerequisite for the study was the need to improve and optimize the adaptation process of students to study at the University. The hypothesis of the study was that the success of the adaptation process of first-year students depends on the conducted psychocorrection work. The study formed a sample of subjects with low adaptation results, conducted psychocorrection training aimed at improving the socio-psychological adaptation of students and determined the socio-psychological adaptation of first-year students before and after exposure. The method of diagnostics of social and psychological adaptation and its components developed by K. Rogers and R. diamond and adapted by A. K. Osnitsky was used. We also used methods of psychological correction, methods of quantitative and qualitative processing and presentation of data, the method of mathematical statistics, and the student's T-test. During the training, participants had the opportunity to re-evaluate and work out new ways of behavior. After corrective measures, repeated psychological diagnostics showed that the students 'level of adaptation increased and became from" low "to" average". Students ' participation in the psychocorrectional program of adaptation to the educational environment helped to improve the emotional atmosphere in groups, increase cohesion and adaptation.