A child-focused approach is being more and more encouraged in both psychology and education. However, only recently the children's emotions have been put in the center of attention. Therefore, the aim of this research was to examine the importance of students’ social support and emotional and academic self-efficiency for their sense of fear and experience of own incompetence for the school and school accomplishment. In doing so, we hypothesized that a higher degree of emotional and academic self-efficiency, along with a higher level of perceived support of close people and teachers, will be associated with a low level of fear of school, less sense of incompetence in school and better academic achievement. Research results confirmed the appointed hypothesis, indicating that high emotional and academic self-efficiency are of great importance for children’s success in school. Furthermore, the results had shown that low emotional and academic self-efficiency and low social support from parents, teachers and peers were significantly associated with students’ greater fear of school and feeling of incompetence for school. Based on the given results, we can conclude that emotional and academic self-efficiency are crucial for child’s academic accomplishment and it is necessary to dedicate more attention to them in class. Also, the support from people close to the child was revealed as an important factor in child’s emotional experience of school and in their own competence for school.