The subject of this research is the teacher 's assessment of the frequency of emotional difficulties and socially unacceptable behavior among elementary school students and evaluation of the school potentials and resources to meet their specific educational needs. The objectives were to determine the percentage of 5th to 8th grade students with behavioral problems in primary schools mentioned earlier, to determine the evaluated potentials of the school in meeting their specific educational needs and to examine the correlation between academic success, socio - economic characteristics of students and teacher's assessment of student behavior. The results of the research showed that the percentage of students with socially unacceptable behavior in surveyed schools ranged from 5% to 10%. It was found that the majority of students manifest learning difficulties, and externalized behavioral problems, while internalized forms of behavioral problems, assertive and appropriate behavior are usually represented less common. The conducted research points out several opportunities and challenges in the area of potentials and resources of schools for prevention of socially unacceptable behavior. The weakest components of school's aim to prevent socially unacceptable behavior of students were the collaboration between parents, teachers and schools, the parent's interest in the child's educational and psychosocial progress and the lack of associations and other civil society organizations dealing with socially unacceptable behavior of young people. Furthermore, strongest components are the teacher' s focus on building a safe and stimulating environment for students, a developed culture of teamwork among school staff, a high level of agreement between the teachers in regard to acceptable/unacceptable student behavior, the teacher 's behavior/reaction/solution in case of student's violation of behavior rules according to the collective agreement and co-operation with regional Social Welfare Center. The results of the research have also shown that there is a correlation between school success, certain socio – economic characteristics of students and teacher's assessment of the frequency of certain forms of student behavior.