SOCIO-PSYCHOLOGICAL ADAPTATION OF CHILDREN FROM MIGRANT FAMILIES IN THE EDUCATIONAL PROCESS
Keywords:
migration, socio-psychological adaptation, education, emotional deprivation, attachment, resilience, social integration, psychological support, parental absence, school environmentAbstract
In the context of global labor migration, the psychological and educational well-being of children left behind by migrant parents has become a pressing socio-psychological issue. This study examines the socio-psychological adaptation of children from migrant families within the educational process, emphasizing the role of schools as compensatory environments that can alleviate emotional deprivation. The research highlights that parental absence often leads to anxiety, low self-esteem, and emotional instability, which negatively influence academic motivation and social integration.
The paper explores how emotional communication, school support, and peer interaction collectively shape adaptive mechanisms in such children. By analyzing theoretical perspectives from attachment theory, social adaptation models, and family psychology, the study establishes that the development of emotional resilience and social competence is possible through consistent psychological guidance and educational support. Empirical observations from national and international contexts confirm that schools play a decisive role in balancing emotional and cognitive needs of students from migrant backgrounds.
The study concludes that comprehensive collaboration between parents, teachers, psychologists, and community organizations is essential for ensuring positive socio-psychological adaptation. The findings underscore the need for preventive programs, distance parenting resources, and emotionally supportive school environments to enhance resilience and well-being among children affected by migration.
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