The concept of school maladaptation.

Prerequisites for school maladaptation.

Situational, environmental and pedagogical factors of school maladjustment, their characteristics, taking into account the age stages of personality development. Individual prerequisites for the development of adaptive disorders. Typical variants of adaptive disorders at different age stages of children's development.

Children at risk of school maladjustment in accordance with the main types of disorders, relationships, activities and health of children in the conditions of schooling. Pedagogical, psychological, physiological levels of school maladaptation.

Pedagogical criteria for assessing the nature of school adaptation and maladaptation.

Basic concepts: adaptation, affect, disadaptation. Children at risk, factors of school maladaptation.

Leading ideas:

Adaptability depends on the physical, psychological, moral health of a person.

In order to determine the optimal school regime for the child, the form of education, the teaching load, the teacher needs to know, take into account and correctly assess the adaptive capabilities of the child at the stage of his admission to school.

Adaptation (lat.abapto-I adapt). Adaptability, the ability to adapt in different people is different. It reflects the level of both innate and acquired in the course of life qualities of the individual. In general, there is a dependence of adaptability on the physical, psychological, moral health of a person.

Unfortunately, children's health indicators have been declining in recent decades. The prerequisites for this phenomenon are:

1) violation of the ecological balance in the environment.

2) the weakening of the reproductive health of girls, the physical and emotional overload of women,

3) the growth of alcoholism, drug addiction,

4) low culture of family education,

5) insecurity of certain groups of the population (unemployment, refugees),

6) shortcomings in medical care,

7) imperfection of the system of preschool education.

Czech scientists I. Langmeyer and Z. Mateychek distinguish the following types of mental deprivation:

1) motor deprivation (chronic physical inactivity leads to emotional lethargy);

2) sensory deprivation (lack or monotony of sensory stimuli);

3) emotional (maternal deprivation) - orphans, unwanted children, abandoned children experience it.

The educational environment is of the greatest importance in early preschool childhood.

The child's entry into school is the moment of his socialization.

In order to determine the optimal preschool age for a child, regimen, form of education, teaching load, it is necessary to know, take into account and correctly assess the adaptive capabilities of the child at the stage of his admission to school.

Indicators of a low level of adaptive abilities of a child can be:

1) deviations in psychosomatic development and health;

2) insufficient level of social and psychological and pedagogical readiness for school;

3) lack of formation of psychophysiological and psychological prerequisites for educational activity.

Let's look at each indicator specifically.

1) over the past 20 years, the number of children with chronic pathology has more than quadrupled. The majority of poorly performing children have somatic and mental disorders, they have increased fatigue, reduced performance;

2) signs of insufficient social and psychological and pedagogical readiness for school:

a) unwillingness to go to school, lack of educational motivation,

b) insufficient organization and responsibility of the child; inability to communicate, behave appropriately,

c) low cognitive activity,

d) limited horizons,

e) low level of speech development.

3) indicators of the lack of formation of psychophysiological and mental prerequisites for educational activity:

a) unformed intellectual prerequisites for educational activity,

b) underdevelopment of voluntary attention,

c) insufficient development of fine motor skills of the hand,

d) unformed spatial orientation, coordination in the "hand-eye" system,

e) low level of development of phonemic hearing.

Children at risk

Individual differences between children, due to varying degrees of development of aspects of their individuality that are significant for adaptation, different health conditions, appear from the very first days of their stay at school.

1 group of children - entry into school life occurs naturally and painlessly. Quickly adapt to the school regime. The process of learning goes against the backdrop of positive emotions. High level of social qualities; high level of development of cognitive activity.

Group 2 children - the nature of adaptation is quite satisfactory. Individual difficulties may arise in any of the areas of school life that is new to them; over time, the problems are smoothed out. Good preparation for school, a high sense of responsibility: quickly engage in educational activities, successfully master the educational material.

Group 3 children - work ability is not bad, but noticeably decreases by the end of the day, week, there are signs of overwork, malaise.

Cognitive interest is underdeveloped, appears when knowledge is given in a playful, entertaining way. Many of them do not have enough study time (at school) to master knowledge. Almost all of them additionally work with their parents.

4th group of children - difficulties of adaptation to school are clearly manifested. The performance is reduced. Fatigue builds up quickly inattention, distractibility, exhaustion of activity; uncertainty, anxiety; problems in communication, constantly offended; most have poor performance.

Group 5 children - adaptation difficulties are pronounced. The performance is low. Children do not meet the requirements of regular classes. Socio-psychological immaturity; persistent difficulties in learning, lagging behind, poor progress.

6th group of children - the lowest stage of development.

Children of groups 4-6, to varying degrees, are in a situation of pedagogical risk of school and social maladaptation.

Factors of school maladaptation

School maladjustment - "school inadaptation" - any difficulties, violations, deviations that a child has in his school life. "Socio-psychological maladaptation" is a broader concept.

Pedagogical factors leading to school maladaptation:

1. discrepancy between the school regime and sanitary and hygienic conditions of education and the psychophysiological characteristics of children at risk.

2. The discrepancy between the pace of study work in the lesson and the learning abilities of children at risk lag behind their peers by 2-3 times in terms of the pace of activity.

3. extensive nature of training loads.

4. predominance of negative evaluative stimulation.

Conflict relations in the family, arising from the educational failures of schoolchildren.

Types of adaptation disorders

1) the pedagogical level of school maladjustment (problems in teaching),

2) the psychological level of school maladjustment (feeling of anxiety, insecurity),

3) the physiological level of school maladaptation (the negative impact of school on children's health).

Seminar session

Problems of school failure in the theory and practice of education.

Practical lesson

Manifestation of school disadaptation.

The system of psychological and pedagogical correction of pedagogical neglect.

Independent work of students

Preparation of reports on the problem of school maladaptation.

Questions for self-control

1. Reveal the prerequisites for school maladaptation.

2. What are the indicators of a low level of adaptive capacity of the child.

3. What pedagogical factors can lead to school maladaptation.

4. What measures of corrective and preventive work with children at risk can you suggest to eliminate adaptive disorders.

Literature for independent work

1. Zaitseva, A.D. and others. Correctional pedagogy, [Text] - Rostov n / D. - 2003.-S. 79-121.

2. Correctional pedagogy in primary education [Text] / Ed. G.F. Kumarina. - M., 2003.- p.17-48.

3. Kulagina, I.Yu. The personality of a schoolchild from mental retardation to giftedness. [Text] - M., 1999.- p.107-122, 157-168.

4. Shevchenko S.G. Correction-developing training. [Text] - M., 1999. - p.8-26.

School maladaptation- this is a disorder of adaptation of a school-age child to the conditions of an educational institution, in which learning abilities decrease, relationships with teachers and classmates worsen. It most often occurs in younger schoolchildren, but can also occur in children in high school.

School maladjustment is a violation of the student's adaptation to external requirements, which is also a disorder of the general ability for psychological adaptation due to certain pathological factors. Thus, it turns out that school maladjustment is a medical and biological problem.

In this sense, school maladaptation acts for parents, educators and doctors as a vector of "illness/health disorder, developmental or behavioral disorder". In this vein, the attitude to the phenomenon of school adaptation is expressed as something unhealthy, which speaks of the pathology of development and health.

A negative consequence of this attitude is a guideline for mandatory testing before a child enters school or to assess the degree of development of a student, in connection with his transition from one educational level to the next, when he is required to show the results of the absence of deviations in the ability to study according to the program offered by teachers and in the school chosen by the parents.

Another consequence is the pronounced tendency of teachers, who cannot cope with the student, to refer him to a psychologist or psychiatrist. Children with a disorder are singled out in a special way, they are given labels that follow from clinical practice into everyday use - "psychopath", "hysteric", "schizoid" and various other examples of psychiatric terms that are absolutely wrongly used for socio-psychological and educational purposes for cover-ups and justifications for impotence, lack of professionalism and incompetence of persons who are responsible for the upbringing, education of the child and social assistance for him.

The appearance of signs of psychogenic adaptation disorder is observed in many students. Some experts believe that approximately 15-20% of students require psychotherapeutic help. It was also found that there is a dependence of the frequency of occurrence of adjustment disorder on the age of the student. In younger schoolchildren, school maladaptation is observed in 5-8% of episodes, in adolescents this figure is much higher and amounts to 18-20% of cases. There is also data from another study, according to which adjustment disorder in students aged 7-9 years is manifested in 7% of cases.

In adolescents, school maladaptation is observed in 15.6% of cases.

Most ideas about the phenomenon of school maladaptation ignore the individual and age specifics of a child's development.

Causes of school maladaptation of students

There are several factors that cause school maladaptation. Below we will consider what are the causes of school maladjustment of students, among them are:

- insufficient level of preparation of the child for school conditions; lack of knowledge and insufficient development of psychomotor skills, as a result of which the child is slower than others to cope with tasks;

- insufficient control of behavior - it is difficult for a child to sit a whole lesson, silently and without getting up;

- inability to adapt to the pace of the program;

- socio-psychological aspect - the failure of personal contacts with the teaching staff and with peers;

- low level of development of functional abilities of cognitive processes.

As the reasons for school maladaptation, there are several more factors that affect the behavior of the student at school and the lack of normal adaptation.

The most influential factor is the influence of the characteristics of the family and parents. When some parents show too emotional reactions to their child's failures in school, they themselves, quite unknowingly, damage the impressionable child's psyche. As a result of such an attitude, the child begins to feel ashamed of his ignorance about a certain topic, and accordingly he is afraid to disappoint his parents the next time. In this regard, the baby develops a negative reaction regarding everything connected with the school, which in turn leads to the formation of school maladaptation.

The second most important factor after the influence of parents is the influence of the teachers themselves, with whom the child interacts at school. It happens that teachers build the learning paradigm incorrectly, which in turn affects the development of misunderstanding and negativity on the part of students.

School maladjustment of teenagers is manifested in too high activity, manifestation of their character and individuality through clothes and appearance. If, in response to such self-expressions of schoolchildren, teachers react too violently, then this will cause a negative response from the teenager. As an expression of protest against the educational system, a teenager may face the phenomenon of school maladaptation.

Another influential factor in the development of school maladaptation is the influence of peers. Especially school maladjustment of teenagers is very dependent on this factor.

Teenagers are a very special category of people, which is characterized by increased impressionability. Teenagers always communicate in companies, so the opinion of friends who are in their circle of friends becomes authoritative for them. That is why, if peers protest the education system, then it is more likely that the child himself will also join the general protest. Although mostly it concerns more conformal personalities.

Knowing what are the causes of school maladjustment of students, it is possible to diagnose school maladaptation in the event of the appearance of primary signs and start working with it in time. For example, if at one moment a student declares that he does not want to go to school, his own level of academic performance decreases, he begins to speak negatively and very sharply about teachers, then it is worth thinking about possible maladaptation. The sooner a problem is identified, the sooner it can be dealt with.

School maladjustment may not even be reflected in the progress and discipline of students, expressed in subjective experiences or in the form of psychogenic disorders. For example, inadequate reactions to stresses and problems that are associated with the disintegration of behavior, the appearance of people around, a sharp and sudden decline in interest in the learning process at school, negativism, increased, decay of learning skills.

Forms of school maladjustment include the features of the educational activity of primary school students. Younger students most quickly master the subject side of the learning process - skills, techniques and abilities, thanks to which new knowledge is acquired.

Mastering the motivational-need side of learning activity occurs as if in a latent way: gradually assimilating the norms and forms of social behavior of adults. The child still does not know how to use them as actively as adults, while remaining very dependent on adults in their relationships with people.

If a younger student does not form the skills of educational activities or the method and techniques that he uses and which are fixed in him are not productive enough and not designed to study more complex material, he lags behind his classmates and begins to experience serious difficulties in learning.

Thus, one of the signs of school maladjustment appears - a decrease in academic performance. The reasons may be the individual characteristics of psychomotor and intellectual development, which, however, are not fatal. Many teachers, psychologists and psychotherapists believe that with the proper organization of work with such students, taking into account individual qualities, paying attention to how children cope with tasks of varying complexity, it is possible to eliminate the backlog for several months, without isolating children from the class. in learning and compensating for developmental delays.

Another form of school maladaptation of younger students has a strong connection with the specifics of age development. The replacement of the main activity (games are replaced by learning), which occurs in children at the age of six, is carried out due to the fact that only understood and accepted motives for learning under established conditions become effective motives.

The researchers found that among the examined students of the first and third grades, there were those who had a preschool attitude to learning. This means that for them, not so much educational activity came to the fore as the atmosphere at school and all the external attributes that children used in the game. The reason for the emergence of this form of school maladjustment lies in the inattention of parents to their children. External signs of immaturity of educational motivation are manifested as an irresponsible attitude of the student to schoolwork, expressed through indiscipline, despite the high degree of formation of cognitive abilities.

The next form of school maladaptation is the inability to self-control, arbitrary control of behavior and attention. The inability to adapt to school conditions and manage behavior in accordance with accepted norms may be the result of improper upbringing, which has a rather unfavorable effect and exacerbates some psychological characteristics, for example, excitability increases, difficulties arise with concentrating, emotional lability and others.

The main characteristic of the style of family relations with these children is the complete absence of external frameworks and norms that should become the means of self-government by the child, or the presence of means of control only outside.

In the first case, this is inherent in those families in which the child is absolutely left to himself and develops in conditions of complete neglect, or families with a “cult of the child”, which means that the child is allowed absolutely everything he wants, and his freedom is not limited.

The fourth form of school maladaptation of younger students is the inability to adapt to the rhythm of life at school.

Most often it occurs in children with a weakened body and low immunity, children with a delay in physical development, a weak nervous system, with violations of the analyzers and other diseases. The reason for this form of school maladjustment is in the wrong family upbringing or ignoring the individual characteristics of children.

The above forms of school maladaptation are closely related to the social factors of their development, the emergence of new leading activities and requirements. So, psychogenic, school maladaptation is inextricably linked with the nature and characteristics of the relationship of significant adults (parents and teachers) to the child. This attitude can be expressed through communication style. Actually, the style of communication of significant adults with primary school students can become an obstacle in educational activities or lead to the fact that real or imagined difficulties and problems associated with learning will be perceived by the child as incorrigible, generated by his shortcomings and insoluble.

If negative experiences are not compensated, if there are no significant people who sincerely wish well and can find an approach to the child in order to increase his self-esteem, then he will develop psychogenic reactions to any school problems, which, if they occur again, will develop into a syndrome called psychogenic maladjustment.

Types of school maladaptation

Before describing the types of school maladjustment, it is necessary to highlight its criteria:

- academic failure in programs that correspond to the age and abilities of the student, along with such signs as repetition, chronic underachievement, lack of general educational knowledge and lack of necessary skills;

- a disorder of the emotional personal attitude to the learning process, to teachers and to life opportunities associated with learning;

- episodic uncorrectable violations of behavior (anti-disciplinary behavior with a demonstrative opposition to other students, neglect of the rules and obligations of life at school, manifestations of vandalism);

- pathogenic maladaptation, which is a consequence of disruption of the nervous system, sensory analyzers, brain diseases and various manifestations;

- psychosocial maladaptation, which acts as age and gender individual characteristics of the child, which determine its non-standard and need a special approach in school conditions;

- (undermining order, moral and legal norms, antisocial behavior, deformation of internal regulation, as well as social attitudes).

There are five main types of manifestation of school maladaptation.

The first type is cognitive school maladaptation, which expresses the failure of the child in the process of learning programs that correspond to the abilities of the student.

The second type of school maladaptation is emotional and evaluative, which is associated with constant violations of the emotional and personal attitude both to the learning process as a whole and to individual subjects. Includes anxiety and worries about problems arising at school.

The third type of school maladjustment is behavioral, it consists in the repetition of violations of forms of behavior in the school environment and training (aggressiveness, unwillingness to make contact and passive-refusal reactions).

The fourth type of school maladjustment is somatic, it is associated with deviations in the physical development and health of the student.

The fifth type of school maladaptation is communicative, it expresses difficulties in establishing contacts, both with adults and with peers.

Prevention of school maladaptation

The first step in the prevention of school adaptation is the establishment of the child's psychological readiness for the transition to a new, unusual regimen. However, psychological readiness is just one of the components of a comprehensive preparation of a child for school. At the same time, the level of existing knowledge and skills is determined, its potentialities, the level of development of thinking, attention, memory are studied, and, if necessary, psychological correction is used.

Parents should be very attentive to their children and understand that during the adaptation period, the student especially needs the support of loved ones and the readiness to go through emotional difficulties, anxieties and experiences together.

The main way to deal with school maladaptation is psychological assistance. At the same time, it is very important that close people, in particular parents, pay due attention to long-term work with a psychologist. In the case of a negative influence of the family on the student, it is worthwhile to correct such manifestations of disapproval. Parents are obliged to remember and remind themselves that any failure of a child in school does not yet mean his collapse in life. Accordingly, you should not condemn him for every bad assessment, it is best to have a careful conversation about the possible causes of failures. Thanks to the preservation of friendly relations between the child and parents, it is possible to achieve a more successful overcoming of life's difficulties.

The result will be more effective if the help of a psychologist is combined with the support of parents and a change in the school environment. In the event that the student's relationship with teachers and other students does not add up, or these people negatively influence him, causing antipathy towards the educational institution, then it is advisable to think about changing the school. Perhaps, in another school institution, the student will be able to become interested in learning and make new friends.

Thus, it is possible to prevent a strong development of school maladjustment or gradually overcome even the most serious maladaptation. The success of the prevention of adjustment disorder at school depends on the timely participation of parents and the school psychologist in resolving the problems of the child.

Prevention of school maladjustment includes the creation of classes for compensatory education, the use of counseling psychological assistance when necessary, the use of psychocorrection, social training, training of students with parents, the assimilation by teachers of the methodology of correctional and developmental education, which is aimed at educational activities.

School maladjustment of adolescents distinguishes those adolescents who are adapted to school by their very attitude to learning. Adolescents with maladaptation often indicate that it is difficult for them to study, that there are a lot of incomprehensible things in their studies. Adaptive schoolchildren are twice as likely to talk about difficulties in the lack of free time due to being busy with classes.

The approach of social prevention highlights the elimination of the causes and conditions of various negative phenomena as the main goal. With the help of this approach, school maladaptation is corrected.

Social prevention includes a system of legal, socio-ecological and educational activities that are carried out by society to neutralize the causes of deviant behavior that leads to adjustment disorder at school.

In the prevention of school maladaptation, there is a psychological and pedagogical approach, with its help, the qualities of a person with maladaptive behavior are restored or corrected, especially with an emphasis on moral and volitional qualities.

The informational approach is based on the idea that deviations from the norms of behavior occur because children do not know anything about the norms themselves. This approach most of all concerns teenagers, they are informed about the rights and obligations that are presented to them.

Correction of school maladjustment is carried out by a psychologist at the school, but often parents send the child to an individually practicing psychologist, because the children are afraid that everyone will find out about their problems, therefore they are put to a specialist with distrust.

Introduction

The phenomenon of school maladaptation, which is widespread today, affects both children and adults in the most unfavorable way. Children have such manifestations as negativism, difficulties in communicating with peers or adults, school absenteeism, fears, irritability, etc. And parents have increased tension about this, anxiety, emotional discomfort, awareness of family troubles, improper interaction with the child.

Reasons for school maladaptation include:

Social stratification characteristic of modern Russia (often within the same class, children from such different families find it difficult to find a common language, understand each other poorly and do not know how to communicate);

Increasing the number of children with mental retardation (ZPR);

An increase in the number of children with neurotic and serious somatic disorders.

Psychologists note that the difficulties of communicating with others (both adults and peers) are a very significant component of schoolchildren's maladjustment.

But what factors lead to maladaptation? In the group of primary school students, psychologists identified some prerequisites for school maladaptation:

Low social status of the child; family relationship problems;

Low willingness to help a friend;

Poor relationships with peers

Low cognitive abilities;

Inadequate self-esteem.

The purpose of our essay is to consider the definition of the concept of school disadaptation (SD), identify the causes and manifestations of school disadaptation, study the problems of prevention and correction of school disadaptation in students with mild CNS pathologies.

1. Definition of the concept of school maladaptation (SD).

For most children, the start of school is in many ways a stressful situation, as it leads to dramatic changes in a child's life. The school presents a new, more complicated range of requirements for mental activity: the need to concentrate attention for a long time, the ability to memorize meaning, the ability to control emotions, desires and interests, to subordinate them to school disciplinary requirements.

The transition from the conditions of upbringing in the family and preschool institutions to a qualitatively different atmosphere of schooling, which is formed from a combination of mental, emotional and physical stress, makes new, more complex demands on the personality of the child and his intellectual capabilities.

Children who experience difficulties in fulfilling school requirements constitute the so-called “risk group” for the occurrence of school maladaptation.

School maladaptation is a socio-psychological process of deviations in the development of a child's abilities to successfully master knowledge and skills, skills of active communication and interaction in productive collective educational activities, i.e. This is a violation of the system of the child's relationship with himself, with others and with the world.

Socio-environmental, psychological and medical factors play a role in the formation and development of school maladaptation.

The initial cause of disadaptation must be sought in the somatic and mental health of the child, that is, in the organic state of the central nervous system, the neurobiological patterns of the formation of brain systems. This should be done not only when the child comes to school, but also at preschool age.

It is very difficult to separate the genetic and social risk factors, but initially the origin of disadaptation in any of its manifestations is based on biological predetermination, which manifests itself in the characteristics of the ontogenetic development of the child. But this is practically not taken into account either in preschool education programs or in school education programs.

Therefore, physicians, physiologists and valeologists openly declare that the health of children is deteriorating (there is evidence that the health of a child during study worsens by almost 1.5-2 times compared to the moment of entering the cola).

2. Causes and manifestations of school maladaptation.

The most common cause of maladaptation is minimal brain dysfunction (MBD). Currently, MMD are considered as special forms of dysontogenesis, characterized by age-related immaturity of individual higher mental functions and their disharmonious development.

At the same time, it must be borne in mind that higher mental functions, as complex systems, cannot be localized in narrow zones of the cerebral cortex or in isolated cell groups, but must cover complex systems of jointly working zones, each of which contributes to the implementation of complex mental processes and which can be located in completely different, sometimes far apart areas of the brain.

With MMD, there is a delay in the rate of development of certain functional systems of the brain that provide such complex integrative functions as behavior, speech, attention, memory, perception, and other types of higher mental activity. In terms of general intellectual development, children with MMD are at the level of the norm or, in some cases, subnorm, but at the same time they experience significant difficulties in schooling.

Due to the deficiency of certain higher mental functions, MMD manifests itself in the form of violations in the formation of writing skills (dysgraphia), reading (dyslexia), counting (dyscalculia). Only in isolated cases, dysgraphia, dyslexia and dyscalculia appear in an isolated, "pure" form, much more often their signs are combined with each other, as well as with impaired development of oral speech.

Among children with MMD, students with attention deficit hyperactivity disorder (ADHD) stand out. This syndrome is characterized by excessive motor activity unusual for normal age indicators, defects in concentration, distractibility, impulsive behavior, problems in relationships with others and learning difficulties. At the same time, children with ADHD are often distinguished by their awkwardness, clumsiness, which is often referred to as minimal static-locomotor insufficiency.

The second most common cause of school maladjustment is neuroses and neurotic reactions. The leading cause of neurotic fears, various forms of obsessions, somato-vegetative disorders, hystero-neurotic conditions are acute or chronic traumatic situations, unfavorable family conditions, wrong approaches to raising a child, as well as difficulties in relationships with a teacher and classmates.

An important predisposing factor in the formation of neuroses and neurotic reactions can be the personality characteristics of children, in particular, anxious and suspicious traits, increased exhaustion, a tendency to fear, and demonstrative behavior. The category of schoolchildren - "disadaptants" includes children with certain deviations in psychosomatic development, which is characterized by the following features:

1. There are deviations in the somatic health of children.

2. An insufficient level of social and psychological and pedagogical readiness of students for the educational process at school is fixed.

3. The lack of formation of psychological and psycho-physiological prerequisites for the directed educational activity of students is observed.

Usually, 3 main types of manifestations of school maladaptation (SD) are considered:

1) failure in learning according to programs, expressed in chronic underachievement, as well as in the insufficiency and fragmentation of general educational information without systemic knowledge and learning skills (the cognitive component of SD);

2) constant violations of the emotional-personal attitude to individual subjects, learning in general, teachers, as well as to the prospects associated with learning (emotional-evaluative, personal component of SD);

3) systematically repeated violations of behavior in the learning process and in the school environment (behavioral component of SD).

In most children with SD, all 3 of the above components can often be traced. However, the predominance of one or another component among the manifestations of SD depends, on the one hand, on the age and stage of personal development, and on the other hand, on the reasons underlying the formation of SD.

3. The problem of prevention and correction of school maladaptation of students with mild pathologies of the central nervous system.

School maladjustment is a certain set of signs indicating a discrepancy between the socio- and psychophysiological status of a child and the requirements of the situation of schooling, the mastery of which for a number of reasons becomes difficult, and in extreme cases impossible, etc. In fact, school maladaptation is a term that defines any difficulties that arise in learning process.

Among the primary, external signs of school maladjustment include learning difficulties and behavioral disorders. One of the causes of these manifestations is the presence of mild forms of CNS pathologies. These pathologies include pathology of the cervical spine and minimal brain dysfunction.

The relevance of studying the characteristics of school adaptation of students with PSSP and MMD is determined by the increasing number of such children. According to a number of studies, it is up to 70 among students. According to studies conducted in Moscow general education schools, among students with school maladaptation MMD were detected in more than half of the students (52.2%). At the same time, the frequency of MMD among boys was 2.3 times higher, and motor hyperactivity syndrome was 4.5 times higher than in girls.

The characteristics of children with such pathologies include fatigue, difficulties in the formation of voluntary attention (instability, distractibility, concentration difficulties, slow switching speed of attention), motor hyperactivity, reduced self-management and arbitrariness in any type of activity, a decrease in the amount of operative memory, attention, thinking . Usually these features appear even in preschool age, but for a number of reasons, they do not become the subject of attention of teachers and psychologists. As a rule, parents and teachers pay attention to the problems of the child only with the beginning of schooling.

The school, with a daily, intense intellectual load, requires the child to implement all those functions that are impaired in him. The first big problem for a child with PSTN, MMD is the length of the lesson. The maximum duration of working capacity for such a child is 15 minutes. Then the child is unable to control his mental activity. The child's brain needs rest, so the child involuntarily disconnects from intellectual activity. Omissions of educational information, summing up for all periods during the lesson, lead to the fact that the child does not fully absorb the material or with significant distortions, sometimes completely loses the essence, and in some cases the information learned by the child becomes unrecognizable.

In the future, the child uses erroneous information, which leads to difficulties in mastering the subsequent material. The child develops significant knowledge gaps. Since the attention of children with PSPP, MMD is extremely unstable, and distractibility is high, working in a class with 20 or even 30 more children is in itself a great difficulty for the child. They are distracted by any movement, sounds.

Such children perform verification or control work better if the teacher conducts them one-on-one with the child. Parents note that at home the child copes with such tasks that he could not complete in the classroom. This is explained by the fact that more comfortable conditions are created for the child at home: silence, time for completing tasks is not limited, in a familiar environment the child feels calmer and more confident. Parents help the child, guide the work of the child.

The success of a child's educational activities largely depends on the ability to build conflict-free relationships with peers, to control their behavior. Many modern pedagogical technologies involve the work of children in lessons in pairs, quadruples, which requires the ability to organize interaction with peers. Here, a child with MMD may encounter difficulties, as he is easily distracted from the assigned educational task, and is influenced by other children.

Since the learning motivation in children with PSOP, MMD is weakly expressed, they most often adapt to those children who are set to play. Children with PSHOP, MMD willingly join in the games that their neighbors in the classroom can offer them. In addition, difficulties in self-government are often manifested in incontinence, harshness towards classmates.

Motor hyperactivity characteristic of many children with PSSP, MMD, is a serious hindrance in learning only for the child himself, but also for other children and leads to a refusal to work together with such a child. Increased emotional excitability, motor hyperactivity, characteristic of many of the children in this group, make the usual methods of organizing extracurricular activities unsuitable. Especially urgent is the search for new methods of organizing extracurricular activities of children in those classes where the number of students with PSHOP, MMD is more than 40%.

It should be noted that, despite the fact that the above problems of the child greatly complicate his cognitive activity, psychologists and teachers do not always understand the relationship between the state of the child's health and his problems in educational activities.

A survey conducted among psychologists of educational institutions showed that most of them do not have a clear understanding of the essence of such violations as PSHOP and MMD. Most often, the awareness of psychologists and educators is manifested in awareness of the prevalence of such pathologies.

A certain part of school psychologists is familiar with the difficulties that children with PSSP, MMD may experience during cognitive activity, but they do not know how to organize work to provide effective assistance to children and teachers, they are not able to diagnose the presence of violations in the development of the child. Most of the respondents do not know about the characteristics of the personal development of children with PSOP, MMD. Literature devoted to the problems of children with PSSP, MMD is little available and is most often devoted to the peculiarities of the cognitive development of these children.

Meanwhile, the personal formation of such children, as a rule, is delayed. Children are infantile, prone to irrational behavioral strategies, dependent, easily influenced by others, prone to lies. They do not feel responsible for their own actions and deeds, many of them are characterized by the motivation to avoid failures, the motivation of achievements is not expressed, there is no educational motivation, there are no interests and serious hobbies. Limited opportunities in self-organization lead to the fact that the child does not know how to structure his free time.

It is easy to see that it is these personal qualities that largely contribute to the child's inclination to dependent forms of behavior. This tendency becomes especially evident in adolescence. By this age, a child with these pathologies most often approaches with a lot of problems: serious gaps in basic knowledge, low social status, conflict relations with some classmates (in some cases with most of them), tense relationships with teachers.

Emotionally - immaturity pushes the child to choose the simplest ways to solve problems: leaving classes, lying, searching for a reference group outside of school. Many of these children join the ranks of deviant behavior. They go from school difficulties, absenteeism and lying to delinquency, crime, drugs. In this regard, the relevance of organizing psycho-prophylactic and psycho-correctional work with students with PSSS, MMD is obvious.

Attention is drawn to the fact that psychologists in many schools do not realize the connection between the presence of a child's history of PSPP, MMD and impairments in his personal development. So, many psychologists, when asked if there are children with PSSP in their school, MMD could only answer that they had heard about the presence of such diagnoses in school students. At the same time, they could not name either the number of students with this pathology, or remember which of them. Psychologists explained that they do not work with such students because they are busy with other work.

Thus, paying attention to children, trying to solve the problems of school maladaptation, the school psychologist often does not ensure the elimination or correction of the primary defect.

The organization of effective psychological work is impossible without determining the root cause of school maladjustment of a child of any age, a clear identification of cause and effect. Due to the fact that the root cause of school maladaptation in its various manifestations is a violation of the child's health, a comprehensive approach is needed to organize work with a child with PSSP, MMD.

Working with a child is especially difficult because it includes social, medical, psychological and pedagogical aspects. The implementation of the program for the comprehensive psychological and rehabilitation of children with PSP, MMD, has revealed a number of the most acute problems, including:

1. Low awareness of physicians, psychologists, teachers and parents about the essence of the problem, psychological - the consequences of the characteristics of the state of the child's health.

2. Low awareness of psychologists, teachers, parents about the possibility of obtaining qualified medical and psychological assistance.

3. The lack of pedagogical technologies for the upbringing and education of children with manifestations of mild pathologies of the central nervous system.

4. The widening gap between the growing educational demands of the child and the deteriorating health of children.

5. Low awareness of physicians, educational psychologists and teachers both about the problems and about the achievements of each professional group on the problems of working with children with PSSP, MMD.

5.Psychological and organizational unpreparedness of medical institutions and educational psychologists to coordinate activities for the rehabilitation of children with PSP, MMD.

6. The prevailing negative attitude of the population towards seeking help from psychotherapists and psychiatrists.

7. Passive position of parents regarding the organization of treatment of children, inconsistency, irregularity, and, consequently, ineffectiveness of treatment for children.

All of these problems are interrelated and greatly complicate the implementation of the necessary comprehensive psychological - rehabilitation of students with PSP, MMD. The lack of relationship between medical and educational institutions in solving the problem of the rehabilitation of children with PSP, MMD leads to a decrease in efficiency, and sometimes, unfortunately, to the impossibility of providing assistance to the child and family.

Often a doctor and a psychologist, a teacher communicate only through an intermediary, which is the parent. The possibility of a child receiving the necessary and targeted medical, psychological and pedagogical assistance largely depends on the psychological competence of parents. However, as already noted, many parents do not realize the importance of providing medical care to the child.

For various reasons, parents consciously or unconsciously distort the information transmitted to both the medical institution (represented by a doctor) and the school (represented by a psychologist, teacher, administration). Silent about the true reason for the school-recommended consultation with a neuropathologist, a psychiatrist (as a rule, this is a pronounced school maladjustment), parents name only the most harmless manifestations of a child's health problems. If at the same time the doctor confines himself to a superficial diagnosis, the child will be left without the much-needed treatment.

There are also cases when parents, when receiving an appointment for examination and treatment from a doctor, do not fulfill them and hide from the school the very fact of the need for treatment, claiming that the doctor did not reveal any pathology. The disunity of medical and educational institutions in the implementation of the rehabilitation of children with mild pathologies of the central nervous system serves as the basis for mutual disappointment in the requirements or recommendations offered to each other and parents. The doctor's lack of clear ideas about the real state of affairs in the modern school leads to the appearance of such recommendations that do not take into account school reality.

What seems to be a panacea to the doctor, in fact, does not work. So, for example, it is almost impossible to implement the recommendation to provide a hyperactive child with the opportunity to walk around the class, complete some task, or just leave the class for a while. Indeed, at present in each class there are not one or two such children. The number of children with hyperactivity syndrome can reach up to 50% or more. In addition, some children with hyperactivity, when given the opportunity to walk around the class, behave in such a way that they can disorganize not only their own class, but also neighboring ones.

Conclusion

Pedagogy needs to find new work technologies that take into account the peculiarities of the state of children's health. Thus, it is necessary to organize the exchange of experience and the identification of difficulties within the framework of this problem, the development of mutual understanding, a common vision of the problem, a common position and coordination of actions of medical and educational institutions. Such a need is acutely felt by psychologists, doctors involved in the rehabilitation of children with PSOP, MMD.

Summing up, it is necessary to single out the tasks of implementing the program for the comprehensive rehabilitation of students with PSSS, MMD:

Organization of work to improve the psychological - competence of psychologists, teachers.

Organization of work to improve the level of psychological - competence of parents, the population as a whole.

Increasing the level of awareness of pedagogical workers, parents about the possibilities of obtaining qualified assistance for the rehabilitation of children with PSP, MMD.

Contributing to the development of new pedagogical technologies, taking into account the peculiarities of the health status of children with PSP, MMD.

Coordination of the activities of medical and educational institutions for the implementation of a comprehensive psychological rehabilitation of children with PSP, MMD.

E. Yu. Petrova

SCHOOL DISADAPTATION AND PEDAGOGICAL CONDITIONS FOR OVERCOMING ITS

The paper analyzes the concepts of "school maladjustment", "school adaptation", describes their signs and levels. The mechanism of the emergence of school maladjustment and the process of transition to the state of adaptation with the help of specially created pedagogical conditions are shown.

Key words: social adaptation/disadaptation, psychological, school, educational, children at risk of school maladjustment, pedagogical conditions for overcoming school maladaptation of schoolchildren.

At present, one can often hear from teachers: “children have become worse”, “we put a three, two in mind”, “I studied well in elementary school, but moved down to three in secondary school”, etc. This is said about those children who does not have time in the subject, with difficulty mastering the school curriculum, conflicts. Poor progress and behavioral disorders are the extreme manifestations of school maladjustment, in addition, in general educational institutions there is a large group of children experiencing temporary learning difficulties, and they constitute a risk group for school maladaptation.

Disadaptation is a complex socio-psychological and pedagogical phenomenon, which is the result of a violation of the adaptive mechanism of personality socialization. For many years, the term "disadaptation" has been exploited in the domestic literature. In Western literature, the term "disadaptation" is found in a similar context. The semantic difference is that the Latin prefix de or the French des means, first of all, disappearance, annihilation, complete absence, and only secondarily with a much rarer use - reduction, decrease. At the same time, the Latin dis in its main sense means violation, distortion, deformation, but much less often - disappearance. However, the generally accepted term for a violation of the processes of human interaction with the environment is the term "disadaptation".

In recent years, various approaches to the typology of maladaptation have been proposed. In particular, its types “according to social institutions” are considered, where it manifests itself as school, family, etc.; "on violation of the leading activity" - educational, professional; “on violation of the process of socialization” - social; “according to the individual characteristics of unsuitability” - personal; other types of maladaptation are also distinguished, which have received coverage in the scientific literature (psycho-emotional, psychological, socio-pedagogical, socio-psychological, labor, etc.).

Disadaptation is considered as a process, i.e., a decrease in a person's adaptive capabilities to

the conditions of the environment of life, as a manifestation - is characterized by behavior atypical for a given person under certain conditions; as a result, it indicates that behavior, relationships and performance do not correspond to the norms that are typical for him in these conditions. Disadaptation of the child indicates a discrepancy between his behavior and study age and social norms in comparison with the bulk of peers.

When analyzing school maladaptation, its preferential formation is revealed during certain periods of schooling. This is the beginning of attending an educational institution (1st grade), the transition from elementary school to secondary school (5th grade), the end of high school (7-9th grades).

In the modern existing system of definitions, the concept of school maladaptation acts both as a descriptive and as a diagnostic one. In general, it can be considered complex, collective, depending on the conditions of development, the depth of influence and manifestations. At present, the following approaches, based on various methodological foundations, have been formed in understanding and explaining such a complex socio-pedagogical phenomenon as school maladaptation.

The first approach is biomedical. According to him, school maladjustment is a violation of the adaptation of the student's personality to the conditions of schooling, which acts as a particular phenomenon of the child's disorder of the general ability for mental adaptation due to any pathological factors. In this context, school maladaptation by scientists G. A. Vaiser, K. S. Lebedinskaya is revealed as a phenomenon through which the pathology of the development and health of children manifests itself. In this case, the authors consider children with mental retardation to be at risk of school maladaptation.

The second approach to school maladaptation is socio-psychological. Within the framework of this approach, N. M. Iovchuk understands school maladaptation as a multifactorial process of reducing and disrupting a child’s ability to learn due to inconsistencies in conditions and requirements

educational process, the closest social environment to its psychophysiological capabilities and needs. The maladaptive concept is distinguished by the fact that the main attention in the analysis is paid to the social and personal aspects of learning disabilities. She considers the difficulties of schooling as a violation of the adequate interaction of the school with any child, and not just a "carrier" of pathological signs. At risk of school maladjustment are children who are in difficult conditions of existence (orphans who have lost parental care; children who are victims of violence, harassment and neglect of the significant needs and interests of the child; children from families experiencing serious socio-economic deprivation (families of poor , unemployed, refugees, migrants)).

The third approach to understanding school maladaptation is socio-pedagogical. I. S. Yakimanskaya's school maladjustment is considered as part of social adaptation and is an inadequate mechanism for a child's adaptation to school, expressed in learning and behavioral disorders, conflict relationships, psychogenic illnesses, an increased level of anxiety, and distortions in personal development.

In this case, E. D. Yamburg refers to the contingent of the risk group of school maladjustment students with unformed prerequisites for school activity, not ready for school education, unformed production activity, impaired performance and increased fatigue, lags in the development of cognitive functions, pronounced pedagogical neglect, personal problems, increased anxiety, emotional disorders, hyperactive children with behavioral disorders.

Among the pedagogical factors that negatively affect the development of the child and the effectiveness of the impact of the educational environment are the following: the discrepancy between the school regime and the pace of educational work and the sanitary and hygienic conditions of education, the extensive nature of training loads, the predominance of negative evaluative stimulation and the "semantic barriers" that arise on this basis. in the relationship of the child with teachers, the conflicting nature of intra-family relations, which is formed on the basis of educational failures.

An integrated approach to the problem of school maladaptation allows, on the basis of the work of psychologists, teachers, psychiatrists, sociologists, to see more deeply the components of school maladjustment that can be corrected by pedagogical methods:

Socio-psychological maladaptation - a mismatch between the requirements of the school environment and the ability of students to comply with it;

Psychological maladaptation - discrepancy between the level of development of the cognitive sphere and the child's abilities to the requirements of school education;

Educational maladaptation - the failure of the child in the development of general education programs due to insufficient development of learning skills. Manifestations of educational maladjustment are expressed in difficulties in learning, violations of discipline, little or no interest in the study of the academic discipline.

A number of pedagogical conditions contribute to overcoming the school maladjustment of students:

1) the implementation of operational diagnostics to identify the state of school maladaptation by its components;

2) drawing up, on the basis of diagnostic data, individual programs for overcoming school maladaptation;

3) increasing the professional competence of teachers to overcome the maladjustment of students through the formation of the necessary competencies.

The first pedagogical condition is implemented using a set of diagnostic methods for identifying the state of school maladjustment of students, which includes:

Methods for identifying socio-psychological maladjustment (assessment of the level of anxiety, self-esteem, temperament, etc.);

Methods for identifying psychological maladaptation (assessment of the level of development of attention (Munstenberg method), memory ("working memory", "figurative memory", "short-term memory" - Luria test), thinking ("logical thinking", "analytical-synthetic activity" - test Ravena, level C, etc.));

Methods for identifying educational maladjustment (assessment of the level of formation of the components of educational activity, identification of the level of formation of general educational and particular-subject knowledge, skills). The diagnostic results are recorded in the relevant protocols.

On the basis of diagnostic data by the joint efforts of a school psychologist, subject teachers, deputy. the director for educational and educational work draws up individual programs for overcoming school maladjustment (the second pedagogical condition). The programs reflect: corrective measures taken by the psychologist to overcome shortcomings in personal development (interviews, trainings, etc.); activities of teachers

elimination of identified gaps in knowledge and skills, the formation of skills in educational activities; the activities of the head teacher, class teacher, subject teacher to involve schoolchildren in socially significant activities.

The third pedagogical condition - increasing the professional competence of teachers in overcoming school maladaptation of students - is carried out through the implementation of the program of methodological training of teachers "Modern approaches to the problem of overcoming school maladjustment of adolescents in the mainstream school." The program was tested in the period 2004-2008. in MOU secondary school No. 48 of Tomsk, presented at the advanced training and retraining courses for teachers on the basis of TSPU, partially included in the training course "Theory and Methods of Teaching Geography", read for students-geographers of TSPU

The program includes theoretical and practical classes on the problem of school maladaptation:

Study of legal documents on working with children at risk of school maladaptation;

Acquaintance with the complex of knowledge from the field of correctional pedagogy, developmental psychology, rehabilitation pedagogy, necessary for successful work to overcome the maladjustment of students;

Mastering a complex of diagnostic methods for identifying the state of school maladjustment of students;

Development of individual correctional and developmental programs to overcome school maladaptation of students;

Development of modified programs in school disciplines for classes of compensatory education and students who are on individual education;

Development and analysis of lessons from the position of correctional and developmental education.

Overcoming persistent school maladjustment is a long process. It is necessary to assess the ongoing changes in educational activities and personal characteristics of children not in comparison with other peers (more or less successful), but in comparison with the previous results of the student himself.

Thus, only the coordinated work of the entire teaching staff, its competence will contribute to overcoming school maladaptation, its transition to a state of adaptation.

School adaptation, as well as maladaptation, if we adhere to the socio-psychological-pedagogical aspect of the problem, has its own composition.

lyayuschie (psychological, socio-psychological, educational adaptation) and levels.

Psychological adaptation is considered by many psychologists as an adaptation of the child's psyche to the conditions of learning. T. G. Gadelshina considers psychological adaptation to be a part of mental adaptation and distinguishes its following levels: effective adaptation, unstable adaptation, compensated fatigue, non-compensated fatigue, temporary unstable maladaptation, stable maladaptation, psychogenic maladaptation and developmental disorder. The criteria for the psychological component of school adaptation are: compliance with the level of development of the cognitive sphere of students with the requirements of school education.

Socio-psychological adaptation is a process of interaction between schoolchildren and the environment (school), during which the requirements of the environment (observance of the rules of conduct, internal regulations, etc.) and the expectations of students are coordinated. Here, the key process is the process of assimilation by the individual of group norms and values. In this case, according to E. M. Kazin, the levels of socio-psychological adaptation to school are represented by adaptation, individual identification, individualization. The criteria for the socio-psychological component are: adequate self-esteem of students, a low level of general and school anxiety, positive relationships in the "student-teacher" and "student-student" systems, participation in intra-school and extracurricular activities.

Educational adaptation - the adaptation of schoolchildren to educational activities in the conditions of schooling. The criteria are: the formation of learning skills, absolute overall performance, improving the quality of performance, motivation to study school subjects. Educational adaptation is a consequence of overcoming educational disadaptation.

So, as a result of the analysis of the psychological and pedagogical literature and the study, it was found that school maladaptation is a complex problem and it currently takes place in educational institutions and requires its solution. One of the solutions is the specially created pedagogical conditions that allow each component of school maladaptation to move to the level of adaptation. And as a result, students become more successful in educational and social activities.

Bibliography

1. Russian Pedagogical Encyclopedia: in 2 volumes / ed. V. G. Panova. M.: Press, 1993. T. 1. 607 p.

2. Modern dictionary of pedagogy / comp. E. S. Rapatsevich. M.: Sovremennoe slovo, 2001. 928 p.

3. Weiser G. A. Schoolchildren lagging behind in learning (problems of mental development). Moscow: Pedagogy, 1986. 204 p.

4. Lebedinskaya K. S. Adolescents with affective disorders: clinical and psychological characteristics of "difficult" adolescents. Moscow: Pedagogy, 1988. 165 p.

5. Iovchuk N. M. Depression in children and adolescents // Medical Pedagogy and Psychology. Supplement to the journal "Defectology". 1999. Issue. 2. S. 90-93.

6. Yakimanskaya I. S. Personally oriented education in modern school. Moscow: Pedagogy, 1996. 139 p.

7. Yamburg E. A. Pedagogy, psychology, defectology and medicine in the adaptive school model. Narodnoe obrazovanie. 2002. No. 2. S. 94-95.

8. Alexandrovskaya E. M. Psychological support for schoolchildren: a textbook for universities. M.: Academy, 2002. 206 p.

9. Gadelshina T. G. Structural-level concept of mental adaptation // Vestn. Tomsk State ped. University (Tomsk State Pedagogical

University Bulletin). 2011. Issue. 6 (108). pp. 161-164.

10. Petrova E. Yu. A model for the implementation of pedagogical conditions for overcoming educational maladaptation of students in the main general education school // Ibid. Issue. 1 (107). pp. 27-31.

11. Kazin E. M. et al. Psychological and pedagogical approaches to the creation of an educational adaptive-developing environment // Ibid. Issue. 13 (115). pp. 254-259.

Petrova E. Yu., Candidate of Pedagogical Sciences, Associate Professor.

Tomsk State Pedagogical University.

st. Kievskaya, 60, Tomsk, Russia, 634061.

Email: [email protected]

The material was received by the editors on May 17, 2012.

SCHOOL DISADAPTATION AND PEDAGOGICAL CONDITIONS OF ITS OVERCOMING

In the analysis of the concepts of "school disadaption", "school adaptation", describes their characteristics and levels. It shows the mechanism of school disadaption and the process of transition to the state of adaptation with the help of specially created pedagogical conditions.

Key words: adaptation/disadaption of social, psychological, school, study; children of the risk group of school disadaption, pedagogical conditions of overcoming the school disadaption of the schoolchildren.

Tomsk State Pedagogical University.

Ul. Kiyevskaya, 60, Tomsk, Russia, 634061.

School maladaptation is a situation when a child is unsuitable for schooling. Most often, maladjustment is observed in first graders, although it can also develop in older children. It is very important to detect the problem in time in order to take action in time and not wait until it grows like a snowball.

Causes of school maladaptation

The reasons for school maladaptation can be different.

1. Insufficient preparation for school: the child lacks the knowledge and skills to cope with the school curriculum, or his psychomotor skills are poorly developed. For example, he writes much more slowly than other students and does not have time to cope with assignments.

2. Lack of skills to control their own behavior. It is hard for a child to sit for a whole lesson, not to shout from a place, to be silent in a lesson, etc.

3. Inability to adapt to the pace of schooling. This is more common in physically weakened children or in children who are naturally slow (due to physiological characteristics).

4. Social maladaptation. The child cannot build contact with classmates, the teacher.

In order to detect maladjustment in time, it is important to carefully monitor the condition and behavior of the child. It is also helpful to communicate with a teacher who observes the child's direct behavior at school. Parents of other children can also help, as many students tell them about events at school.

Signs of school maladaptation

Signs of school maladjustment can also be divided into types. In this case, cause and effect may not coincide. So, with social maladaptation, one child will experience difficulties in behavior, another will experience overwork and weakness, and the third will refuse to study “in spite of the teacher”.

Physiological level. If your child experiences increased fatigue, decreased performance, weakness, complains of headaches, abdominal pain, sleep and appetite disturbances, these are clear signs of difficulties that have arisen. There may be enuresis, the appearance of bad habits (biting nails, pens), trembling fingers, obsessive movements, talking to oneself, stuttering, lethargy, or, conversely, motor restlessness (disinhibition).

cognitive level. The child is chronically unable to cope with the school curriculum. At the same time, he may unsuccessfully try to overcome difficulties or refuse to study in principle.

emotional level. The child has a negative attitude towards school, does not want to go there, cannot establish relations with classmates and teachers. Poor attitude towards learning. At the same time, it is important to distinguish between individual difficulties, when a child encounters problems and complains about it, and a situation where, in general, he has an extremely negative attitude towards school. In the first case, children usually strive to overcome problems, in the second they either give up, or the problem results in a violation of behavior.

behavioral level. School maladaptation is manifested in vandalism, impulsive and uncontrolled behavior, aggressiveness, non-acceptance of school rules, inadequate requirements for classmates and teachers. Moreover, children, depending on the nature and physiological characteristics, can behave differently. Some will show impulsiveness and aggressiveness, others will be stiff and inadequate reactions. For example, a child is lost and cannot answer anything to the teacher, cannot stand up for himself in front of his classmates.

In addition to assessing the overall level of school maladjustment, it is important to remember that a child may be partially adjusted to school. For example, to cope well with schoolwork, but at the same time not to find contacts with classmates. Or, on the contrary, with poor academic performance, be the soul of the company. Therefore, it is important to pay attention both to the general condition of the child and to individual areas of school life.

A specialist can most accurately diagnose how a child is adapted to school. Usually this is the responsibility of the school psychologist, but if the examination is not carried out, then it makes sense for parents, if there are several disturbing symptoms, to contact a specialist on their own initiative.

Olga Gordeeva, psychologist