Factors of socio-psychological adaptation of migrant children in Russian education, difficulties and integration practices

the purpose of the article is to identify the factors of socio-psychological adaptation of migrant children and practices that can enhance their integration into the educational space. An understanding of the processes (acculturation, assimilation, integration, incorporation) that represent different aspects of socio-psychological adaptation is proposed. The factors of socio-psychological adaptation of children in the educational space are theoretically described. We consider the educational environment as a fundamental component of the adaptation of migrant children. Significant factors of socio-psychological adaptation are determined: the degree of socio-psychological adaptation of parents and their ability to get involved in the educational processes of children; bi-ethnic identity of children, within which the child feels comfortable in the culture of his or her origin and the culture of destination; psychological safety of the educational space and a stable positive attitude towards it; the presence of motivation for learning; bilingual language environment of the family. Difficulties highlighted: lack of language skills, cultural clashes, social discrimination, low parental involvement in school life. Materials and methods. The study included 15 interviews with stakeholders (representatives of educational organizations: teachers, psychologists, educational assistants; social protection specialists; other departments at the regional and local levels, the Human Rights Ombudsman; independent institutions with experience in the education of migrant children; academic and research institutions. Semi-structured interviews with migrant children, taking into account their age (from 10 to 17 years old), a total of 57 people. In addition, focus groups were held (6 groups, a total of 42 participants) with representatives of the educational community. Results. Two blocks of information were identified. The first is related to the factors of adaptation of migrant children, including the difficulties that arise when including migrant children in school life. The second combines practices that improve the participation of migrant families in school life. Two factors that determine the differences in the adaptation processes of migrant children were identified: the type of formed ethnic identity and language skills. It has been found that the most effective socio-psychological adaptation occurs in migrant students with bi-ethnic identity. Another factor in effective socio-psychological adaptation is the presence of a bilingual language environment in the family. Schools actively generate practices and projects that increase the involvement of migrant families and offer space for interaction between migrant families and local families.

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