This article investigates the socio-psychological determinants of problematic situations in educational institutions and substantiates effective strategies for their prevention. In contemporary educational systems characterized by social diversity, institutional complexity, and increasing psychological demands, problematic situations emerge as a natural consequence of intensive interpersonal interaction. However, their frequency and intensity are largely shaped by socio-psychological factors that influence communication, behavior, and relational dynamics within the educational environment. The research is grounded in a descriptive-analytical methodology and an integrative review of scientific literature in social psychology, educational management, and pedagogy. The theoretical framework is informed by the field theory of Kurt Lewin, which conceptualizes behavior as a function of the interaction between the individual and the social environment, and by the theory of psychosocial development proposed by Erik Erikson, which emphasizes the role of social relationships in personality formation and identity development. These perspectives provide a basis for understanding how institutional climate, group processes, and interpersonal perceptions shape problematic situations in educational contexts.