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Following the indication formulated by Barbara Wilgocka-Okoń, who passed from measuring a child’s school maturity to postulating school maturity, the article is about the discussion of the concept “school maturity of a child” and the effects of its use in diagnostic procedures. As a construct that is non-obvious as far as a child’s development is considered but used as an important criterion for assessing it from the perspective of an institution such as school, it is a specific psychological-administrative phenomenon. Its use has many proponents and opponents, and each of them evokes different arguments derived from paradigmatically different theoretical and methodological rationalities. In this text, I will indicate some limitations and controversies related to the concept of “school maturity of a child” and the tests derived from it, trying to establish them theoretically, paradigmatically and pointing some potential dangers associated with their use.