Introduction. A distinctive feature of modern education is the need to create effective learning conditions for each student as a part of the educational process at school. The ability of an educational institution to organize the educational process, taking into account the individual characteristics of students, is called adaptability. The risk of low adaptability of the educational process is one of the factors for the decline in educational results at school. Purpose of the article: find out indicators that determine the risk of low adaptability of the educational process at schools with low educational results and determine the pedagogical conditions for its minimization. Materials and methods. The study was carried out with the help the study, a theoretical analysis and generalization of psychological and pedagogical literature, of content analysis of normative documents (reports on self-examination, concepts and school development programs) of 11 schools with low educational results in the Orenburg region (the Russian Federation). What is more, the survey of leaders and teachers of experimental schools was conducted in the online form. Results. The study established indicators that determine the risk of low adaptability of the educational process at schools with low educational results. An analysis of school regulations and program documents, carried out on the basis of established indicators, showed that systematic work to reduce the risk of low adaptability of the educational process in 82% of schools is at a low level, in 18% – at an average level. Based on the results of the survey, it was established that the factors hindering the organization of the educational process, taking into account the individual characteristics of students, according to respondents, are the following: low involvement of parents in the educational process – 54%, insufficient use of the capabilities of modern educational technologies to organize the educational process, taking into account the individual characteristics of students – 25%, unformed system of individual work with students with learning difficulties – 16%, fragmentary implementation of formative assessment in the educational process – 7%. The obtained data of the study allow determine the pedagogical conditions for minimization the risk of low adaptability of the educational process at schools with low educational results. Conclusion. A study of the adaptability of the educational process at 11 schools of the Orenburg region with low educational results shows the need for changes in the organization, contents and technologies of education. The results of the study can be used to provide targeted support to schools with poor educational outcomes.