Education is a human right, but some youngsters still drop out of school. One reason for that might be student’s teacher-perceived inappropriate or even “wrong” temperament (i.e., individual’s innate way to approach and react to the environment) for school environment. There is a lot of evidence that the school grades are mostly based on teacher-perceived ratings rather than standardized tests. Temperament can be seen as a non-academic aspect of educational process, but it strongly influences academic outcomes. Final marks will direct (through universities or lack of education) one’s place in the labour market, and people’s general well-being with the subjective perceptions of happiness and self-esteem. The aim of this research has been to develop the field: temperament can’t be the reason of (good or bad) grades. Humanistic teachers of 21st century should have better knowledge’s in psychology, especially in the context of temperament. To integrate temperament-conscious pedagogy (i.e., the acceptance of temperamental background of the behaviour as a part of teachers’ didactical, pedagogical and practical knowledge) in regular teacher training it might be possible to identify potential difficulties in educational pathways and prevent social exclusion. The aim of this article is to analyze conceptual similarities between humanistic education, social pedagogy and temperament-conscious teaching—to show their significant joint part. The research method used here is the content analysis of definitions.