This research work arises from a bibliographic review where it is evident that the economic, political, and social situation of some countries such as Venezuela, have generated migration processes that greatly affect the children of families that suffer from this social phenomenon, and where the main difficulties are related to curricular and socio-emotional adaptation. These migrant children, upon entering a new educational system, must undergo an additional leveling, feedback and reinforcement process that can be exhausting (León, & Valdeblanquez, 2022). Therefore, the main objective was to design an academic adaptability strategy based on harmonious transitions, aimed at fifth grade Venezuelan students at the Juan Frío Agricultural Technical Institute. For this, a mixed type of research with a descriptive approach was chosen, and information collection instruments such as bibliographic review, direct observation, a survey directed at students, diagnostic tests and an interview with the regular teacher were used. Likewise, the work is based on the rights of the child, the right to education, educational strategies and policies to serve this population and harmonious transitions, conceived as a form of accompaniment and mitigation of changes that may produce a negative impact in children who are in transit from initial education modalities to the transition grade as a mandatory first grade. As a result, it was possible to identify the main academic shortcomings of the students, and to generate and apply improvement strategies for social and academic adaptability, especially in the areas of Spanish and literature, English, and the area of further development of the educational institution.