DOI: 
http://dx.doi.org/10.15293/1813-4718.2604.01
UDC: 
371:351.851+316:001.8
Kulish Vitaly V.
Кандидат социологических наук, Head of the Department of Socio-Economic and Humanities Disciplines, Altai State Pedagogical University, vitalii.kulish@mail.ru, Barnaul
Matveeva Natalia A.
Доктор социологических наук, Prof. at the Department of Socio-Economic and Humanities Disciplines, Altai State Pedagogical University, matveeva_n_a@mail.ru, Barnaul

Specifics of Integrating Students with a Migration Background into the Russian School Educational Environment

Abstract: 
The article highlights the issue of integrating students with a migration background into the educational environment of Russian schools. On the one hand, the educational environment of Russian schools must serve as a unified setting for the education, upbringing, and development of all students; on the other hand, students with a migration background possess specific characteristics that must be taken into account during their socialization within the school’s educational space. The aim of the article is to identify the specific features of integrating students with a migration background into the educational environment of Russian schools, based on specific studies conducted in the Altai Krai. The research methodology involves analyzing the opinions and assessments of school administrators and teachers working in schools with a high proportion of students with a migration background. The research data were obtained using sociological methods of information gathering: expert surveys and focus groups. This article identifies the educational challenges faced by students with a migration history and identifies methodological issues that teachers in schools with a large proportion of migrants must address, including the implementation of an individualized approach, mastering Russian as a foreign language teaching methods, and the lack of adaptive curricula (textbooks). It is found that teachers’ efforts to integrate students with a migration history are primarily focused on academic activities, such as lessons, and, to a much lesser extent, outside of school hours. Particular attention is paid to analyzing the readiness of students with a migration history to integrate into the school’s educational environment. Parental attitudes are identified as a key factor hindering the integration of students with a migration history into the Russian school system. The conclusion highlights the need to develop specialized, comprehensive socio-pedagogical programs for integrating students with a migration background into the educational environment of Russian schools and outlines the priority tasks for their implementation.
Keywords: 
students with a migration background; students with a migration experience; schools with a high proportion of students with a migration background; the educational environment of Russian schools; integration into the school’s educational environment; adaptation of students with a migration background
References: 

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