This study aims to examine the pattern of adaptation to school by dividing changes in school adaptation of elementary and middle school students into school adaptation through peer relationships and school adaptation through relationships with teachers using data from the elementary 4 panel data of the Gyeonggi longitudinal study. did. Therefore, using the growth-mixed model, we analyzed how students adapt to school through peer relationships and relationships with teachers. As a result of the analysis, school adaptation through peer relationships was divided into three potential groups. School adaptation was found to be divided into five potential groups. In addition, through additional analysis, it was confirmed that the relationship with the teacher acted as an important factor in not falling into school maladjustment, and that the peer relationship played a major role in achieving a high level of school adaptation for the era of artificial intelligence.