Interpersonal relations among inmates of boarding schools for gifted adolescents are analysed. External, institutional psychological closedness results in internal psychological closedness. Educative-professional activity becomes very important for the students. Both these factors lead to the formation of strict intragroup status differentiation and to the development of that are defined in opposition to each other. A teacher in such an institution often interacts with adolescents according to already existing system of interrelations and so indirectly promotes informal structure of such associations, contradicting educative purposes of boarding school.