The article examines the system of organizational principles of communication in the educational environment with manifestations of ostracism and the influence of ostracizing tendencies in school groups on the academic and social development of students and the professional achievements of teachers. The peculiarities of the communication system formation in educational institutions are analyzed. It is determined that the administration of the educational institution and the teaching staff acts as a catalyst both in the formation of cooperative relations and in the implementation of educational work of the school unit. The aim of the study was to carry out a theoretical analysis of organizational aspects of communication systems in the educational environment with signs of ostracism. The structure of conditions for ecological communication in the educational system was formed: participants feel safe, the presence of an atmosphere without grading during the educational process, a sense of warmth, active interest in students, the compassion of adults, no corporal punishment in case of violation of rule or other unacceptable behaviour. Such general scientific theoretical methods of information study as analysis, synthesis, abstraction, generalization, induction, deduction, explanation and classification were used to achieve the aim of the study. Risk factors that affect the success of interpersonal interaction are revealed: a number of external factors, such as natural phenomena or social events (conflict, change of collective, disturbance of the structure of educational space - change of leader), or internal factors, such as the behaviour of teachers and staff, number of students, group composition, entry of new persons into an already formed group, an accident in the group, etc. The classification of Marshall factors that affect communication during the learning space is included: the number and quality of interactions between adults and students; learning environment, including buildings, classrooms, available materials, as well as the perception of this space by teachers and students; student's success; the presence of an atmosphere of equality between all subjects of educational activity. The role of the management personnel in the process of creating an ecological educational space is indicated, because the communication skills of the administration of the institution largely determine the effectiveness of the educational space and the achievement of goals. The characterological features of the administration are reflected, which are a manifestation of a high level of emotional intelligence, as a consequence of possibility of building an effective system of communicative ties: self-awareness, empathy, social responsibility, focus on reality, sociability, control of impulses.