DOI: 
http://dx.doi.org/10.15293/1813-4718.2501.13
UDC: 
159+37.0
Andronnikova Olga Olegovna
Кандидат психологических наук, Cand. Sci. (Psychol.), Assoc. Prof. of the Department of Special and Practical Psychology, Novosibirsk state pedagogical university, andronnikova_69@mail.ru, Novosibirsk

The Attitude of Children with a Migration Background to School Education as a Sign of Socio-psychological Adaptation

Abstract: 
From the point of view of the child-centered approach, which emphasizes the activity and subjectivity of children, the importance of their experience, the mission of the school and the role of professionals (teachers, educational advisers, social workers) working with them and influencing the success of their adaptation are especially highlighted. Education is of particular importance in matters of adaptation and well-being of children with a migration background. The purpose of the article is to identify the specifics of the attitude to the learning process, existing school rules and social spaces of children with a migration background. The methodology of the study was based on the assumption that children with a migration background can perceive and interpret the learning processes, educational and social space differently, which is a sign of their sufficient / insufficient adaptation. The study was of a sociological and psychological nature. The sample consisted of 3861 students in grades 5–9, including 2955 children of the titular nation, 906 children with a migration history. The study used the survey method and focus groups. In conclusion, it is concluded that there is a difference in attitudes towards school, school rules, readiness for aggression in school relationships, perception of the teacher’s attitude, and parental involvement. There are a number of significant differences in attitudes towards various aspects of schooling between children of the titular nation and children with a migration history, which may be a sign of insufficient adaptation of the latter. Students with a migration background more often perceive the teacher as insulting and humiliating, and are afraid to go to the board. This is especially true for students with low language proficiency from families in which it is customary to communicate only in the national language.
Keywords: 
school; educational space; school rules; dangerous and safe places; children with a migration background; adaptation of migrant children
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