The transition from early childhood education to primary school represents a critical developmental phase, requiring children to adjust to more structured academic, social, and behavioral expectations. In the post-pandemic context, this process has become increasingly complex due to disruptions in prior learning experiences. This study examines gender-based differences in school adaptation among first-grade students who previously attended formal early childhood education programs. A comparative quantitative approach was employed, involving first-grade students in Klaten Regency. The school adaptation measure encompassed academic, social, behavioral domains. Data analysis was conducted using a one-way ANOVA followed by Tukey’s post-hoc test to determine specific group differences. The findings indicate a significant difference in adaptation abilities between female and male students, with a significance value of 0.026 < 0.05. Female students demonstrated a higher mean adaptation score (111.90) compared to male students (102.10). These results suggest that girls exhibit stronger adjustment to school demands during the post-pandemic period. The study underscores the need for early identification of gender-related differences in adaptation to support the development of responsive learning strategies and educational interventions during the early years of primary schooling.