Psychological level of school maladjustment. Types, forms and levels of school maladjustment

Savyonysheva Irina Vladimirovna,
primary school teacher
GBOU secondary school No. 254 of St. Petersburg

Entering school brings big changes to a child's life. During this period, his psyche experiences a certain load, as the child’s usual way of life changes sharply and the demands made by parents and teachers intensify. In this regard, adaptation difficulties may arise. The adaptation period at school usually ranges from 2 to 3 months. For some, full adaptation to school does not occur in the first year of study. Failures in educational activities, poor relationships with peers, negative assessments from significant adults lead to a tense state of the nervous system, the child’s self-confidence decreases, anxiety increases, which leads to school maladjustment. In recent years, considerable attention has been paid to the analysis of maladaptation that occurs in children in connection with the start of school. This problem attracts the attention of both doctors and psychologists and teachers.

In this article we will look at the actual concept of maladjustment, its causes, types and main manifestations; We will reveal in detail the clinical and psychological study of school maladjustment, and propose a method for determining the level of maladaptation of a first-grader; We will determine the direction and content of correctional work.

The concept of maladjustment.

The problem of maladaptation has long been studied in pedagogy, psychology and social pedagogy, but as a scientific concept, “school maladaptation” does not yet have an unambiguous interpretation. Let us dwell on the point of view that considers school maladaptation as a completely independent phenomenon.

Vrono M.Sh. “School maladaptation (SD) is understood as a violation of the adaptation of a student’s personality to the learning conditions at school, which acts as a particular phenomenon of a disorder in a child’s general ability to mentally adapt due to some pathological factors” (1984).

Severny A.A., Iovchuk N.M. “SD is the impossibility of schooling in accordance with natural abilities and adequate interaction of the child with the environment under the conditions imposed on this particular child by the individual microsocial environment in which he exists” (1995).

S.A. Belichev “School maladaptation is a set of signs indicating a discrepancy between the sociopsychological and psychophysiological status of a child and the requirements of the school learning situation, the mastery of which for a number of reasons becomes difficult or, in extreme cases, impossible.”

You can also use this definition:

Disadaptation- a mental state that arises as a result of a discrepancy between the sociopsychological or psychophysiological status of the child and the requirements of the new social situation.

The periods of education during which school maladaptation is most often recorded are identified:

Start of school (1st grade);

Transition from primary school to secondary school (5th grade);

Completion of high school (7th - 9th grades).

According to L.S. For Vygotsky, the time boundaries of age-related “crises” are comparable to two periods of education (1st grade and 7th - 8th grades), “... in which school failure is predominantly observed, and the increase in the number of those who failed to cope with learning in the 5th grade is due to , apparently, not so much ontogenetically-crisis, but rather psychogenic (“change of life stereotype”) and other reasons.”

Causes of school maladjustment.

Regardless of the definition, the main causes of school maladjustment are identified.

1. The general level of physical and functional development of the child, the state of his health, the development of mental functions. Based on psychophysiological characteristics, the child may simply not be ready for school.
2. Features of family education. This includes rejection of the child by the parents and overprotection of the child. The first entails a negative attitude of the child towards school, non-acceptance of norms and rules of behavior in the team, the second - the child’s inability to cope with school workloads, non-acceptance of regime issues.
3. The specifics of organizing the educational process, which does not take into account the individual differences of children and the authoritarian style of modern pedagogy.
4. Intensity of teaching loads and complexity of modern educational programs.
5. Self-esteem of a junior schoolchild and the style of relationships with close significant adults.

Types of school maladjustment

Currently, three main types of SD manifestations are considered:

1. Cognitive component of SD. Failure in learning according to programs appropriate to the child’s age (chronic underachievement, insufficiency and fragmentation of general educational information without systemic knowledge and learning skills).

2. Emotional-evaluative, personal component of SD. Constant violations of the emotional and personal attitude towards individual subjects, learning in general, teachers, as well as prospects related to study.

3. Behavioral component of SD. Systematically recurring behavioral disorders during the learning process and in the school environment (conflict, aggressiveness).

In the majority of children with school maladjustment, all three of these components can be clearly traced. However, the predominance of one or another component among the manifestations of school maladjustment depends, on the one hand, on the age and stages of personal development, and on the other, on the reasons underlying the formation of school maladaptation.

The main manifestations of school maladjustment

School maladaptation in a child has a number of manifestations. One or a combination of them gives an alarming signal to parents and teachers.

1.Unsuccessful learning, falling behind the school curriculum in one or more subjects.

2. General anxiety at school, fear of testing knowledge, public speaking and assessment, inability to concentrate in work, uncertainty, confusion when answering.

3. Violations in relationships with peers: aggression, alienation, increased excitability and conflict.

4. Violations in relationships with teachers, violations of discipline and disobedience to school norms.

5. Personality disorders (feelings of inferiority, stubbornness, fears, hypersensitivity, deceit, isolation, gloominess).

6. Inadequate self-esteem. With high self-esteem - the desire for leadership, touchiness, a high level of aspirations simultaneously with self-doubt, avoidance of difficulties. With low self-esteem: indecision, conformism, lack of initiative, lack of independence.

Any manifestation puts the child in difficult conditions and, as a result, the child begins to lag behind his peers, his talent cannot be revealed, and the socialization process is disrupted. Often in such conditions the foundation of future “difficult” teenagers is laid.

Clinical and psychological study of school maladjustment.

The causes of SD were studied through neurological and neuropsychological examinations.

One of the main factors contributing to the formation of SD is dysfunction of the central nervous system (CNS), which occurs as a result of various adverse effects on the developing brain. During the neurological examination, conversations were carried out with the child and his parents, an analysis of the pathology during pregnancy and childbirth in the child’s mother, the nature of his early psychomotor development, information about the diseases he had suffered, and a study of data from outpatient records. During a neuropsychological examination, the children were assessed for their general level of intellectual development and the degree of formation of higher mental functions: speech, memory, thinking. The neuropsychological study was based on A.R. Luria’s technique, adapted for childhood.

According to the results of the survey, the following causes of SD were identified:

1. The most common cause of SD was minimal brain dysfunction (MBD) and children with attention deficit hyperactivity disorder (ADHD).

2. Neuroses and neurotic reactions. The leading causes of neurotic fears, various forms of obsessions, somatovegetative disorders, acute or chronic traumatic situations, unfavorable family conditions, incorrect approaches to raising a child, difficulties in relationships with teachers and classmates.

3. Neurological diseases, including migraine, epilepsy, cerebral palsy, hereditary diseases, meningitis.

4. Children suffering from mental illness, including mental retardation (a special problem among first-graders, which was not diagnosed in preschool age), affective disorders, and schizophrenia.

The study showed the high informative value of complex neurological and neuropsychological research in objectifying the causes of school maladjustment. There is no doubt that the majority of children with SD require observation and treatment by a neurologist. Treatment of MMD and ADHD, which are the most common causes of SD, should be carried out in a comprehensive manner and necessarily include methods of psychotherapy and psychological and pedagogical correction.

Psychological maladjustment.

There is a problem of psychological maladjustment. It is associated with the peculiarities of the organization of the child’s mental processes. In a lesson, the child finds himself in a situation of maladaptation, since the child successfully completes tasks only in those conditions of performance to which his psyche is adapted. During the lesson, such children feel bad, because they are not ready to master knowledge in a regular lesson, and they are not able to fulfill the requirements.

Having considered the provisions of L.S. Vygotsky “every function in the cultural development of a child appears on the scene twice, on two levels: first - social, then - psychological, first between people as an interpsychic category, then within the child, as an intrapsychic category. This applies equally to voluntary attention, to logical memory, to the formation of concepts, to the development of the will... Behind all higher functions and their relationships there are genetically social relationships, real relationships between people,” we can also consider the process of formation of such psychological problems in children. The child’s psyche adapts to the existing type of interaction with adults (primarily with parents), i.e. the child’s voluntary mental processes are organized in such a way as to ensure the successful performance of his activities precisely in the conditions of existing social relationships.

Psychological problems of maladaptation of a child can be formed and facilitated by any individual lessons with him, if the methodology for conducting them differs significantly from lesson lessons.

To increase the effectiveness of learning, the focus is only on the individual characteristics of his personality (attention, perseverance, fatigue, timely comments, attracting attention, helping the child get organized, etc.). The child’s psyche adapts to such a learning process, and in conditions of mass learning in the classroom, the child cannot independently organize himself and needs constant support.

Overprotection and constant control of parents when doing homework often lead to psychological maladjustment. The child’s psyche adapted to such constant help and became maladapted in relation to the lesson relationship with the teacher.

Ensuring the comfort of learning plays an important role. From the point of view of psychologists, comfort is a psychophysiological state that arises in the process of a child’s life as a result of his interaction with the internal environment. Teachers consider comfort to be a characteristic of the organization of the school environment and educational activities of the student as a result of the realization of his abilities and capabilities, satisfaction from educational activities, and full communication with the teacher and peers. In the psychological pedagogical process, all participants experience positive emotions, which become the driving force behind the student’s behavior and have a beneficial effect on the learning environment and the child’s communicative behavior. If the emotion of rejection is constant for a first-grader, then he develops a persistent disappointment to school life in general.

Psychological maladaptation of children can develop during group classes, if there are too many playful moments in the classes, they are completely built on the child’s interest, allowing too free behavior, etc. Graduates of speech therapy kindergartens, preschool institutions, studying according to the methods of Maria Montessori, “Rainbow”. These children are better prepared, but almost all of them have problems adapting to school, and this is primarily caused by their psychological problems. These problems are formed by the so-called preferential training conditions - training in a class with a small number of students. They are accustomed to the increased attention of the teacher, expect individual help, and are practically unable to self-organize and focus on the educational process. We can conclude that if preferential conditions are created for children’s education for a certain period, then their psychological disadaptation to normal educational conditions occurs.

Children in situations of psychological maladaptation need the help of parents, teachers and psychologists.

Methodology for determining the level of maladjustment.

Modern psychologists offer various methods for determining the level of maladjustment in first-graders. One of the most interesting questionnaires is proposed by the methodology of L.M. Kovaleva and N.N. Tarasenko, addressed to primary school teachers. The questionnaire helps to systematize ideas about a child starting to study at school. It consists of 46 statements, 45 of which relate to possible options for a child’s behavior at school, and one concerns the participation of parents in upbringing.

Questionnaire questions:

1. Parents have completely withdrawn from their upbringing and almost never go to school.
2. When entering school, the child did not have basic academic skills.
3. The student does not know much of what most children of his age know (days of the week, fairy tales, etc.)
4. A first-grader has poorly developed small arm muscles (has difficulty writing)
5. The student writes with his right hand, but according to his parents, he is retrained left-handed.
6. A first grader writes with his left hand.
7. Often moves his hands aimlessly.
8. Blinks frequently.
9. The child sucks his fingers or hand.
10. The student sometimes stutters.
11. He bites his nails.
12. The child is small in stature and has a fragile build.
13. The child is clearly “homey”, loves to be petted, hugged, and needs a friendly environment.
14. The student loves to play and even plays in class.
15. One gets the impression that the child is younger than others, although he is the same age as them.
16. The speech is infantile, reminiscent of the speech of a 4*5 year old child.
17. The student is excessively restless in class.
18. The child will quickly come to terms with failures.
19. Loves noisy, active games during recess.
20. Cannot concentrate on one task for long. Always tries to do everything quickly, without caring about quality.
21. After a physical break or an interesting game, it is impossible to get a child ready for serious work.
22. The student experiences failure for a long time.
23. When unexpectedly asked by a teacher, he often gets lost. If you give him time to think about it, he may answer well.
24. It takes a very long time to complete any task.
25. He does his homework much better than his class work (a very significant difference compared to other children).
26. It takes a very long time to switch from one activity to another.
27. The child often cannot repeat the simplest material after the teacher, although he demonstrates excellent memory when it comes to things that interest him (he knows the brands of cars, but cannot repeat a simple rule).
28. A first grader requires constant attention from the teacher. Almost everything is done after a personal request “Write!”
29. Makes many mistakes when copying.
30. To be distracted from a task, the slightest reason is enough (a door creaked, something fell, etc.)
31. Brings toys to school and plays in class.
32. The student will never do anything beyond the required minimum, do not strive to learn or tell something.
33. Parents complain that it is difficult for them to sit their children down for homework.
34. It seems that the child feels bad in class and only comes to life during breaks.
35. The child does not like to make any effort to complete tasks. If something doesn’t work out, he gives up and finds excuses for himself (stomach hurts).
36. The child does not look very healthy (thin, pale).
37. By the end of the lesson, he works worse, is often distracted, and sits with an absent look.
38. If something doesn’t work out, the child gets irritated and cries.
39. The student does not work well under limited time. If you rush him, he may completely switch off and quit work.
40. The first grader often complains of headaches and fatigue.
41. A child almost never answers correctly if the question is posed in a non-standard way and requires intelligence.
42. The student's answer becomes better if there is support for external objects (counting fingers, etc.).
43. After explanation by the teacher, he cannot complete a similar task.
44. The child finds it difficult to apply previously learned concepts and skills when the teacher explains new material.
45. A first-grader often answers not to the point and cannot highlight the main thing.
46. It seems that it is difficult for the student to understand the explanation because the basic concepts and skills have not been formed.

Using this method, the teacher fills out an answer form in which the numbers of behavior fragments characteristic of a particular child are crossed out.

During processing, the number crossed out on the left is 1 point, on the right - 2 points. The maximum amount is 70 points. The maladjustment coefficient is calculated using the formula: K=n/ 70 x 100, where n is the number of points of a first-grader. Analysis of the results obtained:

0-14 - corresponds to the normal adaptation of a first-grader

15-30 - indicates an average degree of maladjustment.

Above 30 indicates a serious degree of maladjustment. If the score is above 40, the student usually needs to consult a neuropsychiatrist.

Corrective work.

Scientific studies have shown that in each class there are approximately 14% of children who have difficulties during the adaptation period. How to help these children? How to build correctional work with maladjusted children? To solve the problem of school maladjustment of a child in social and pedagogical activities The parent, the psychologist, and the teacher must all be involved.

Psychologist, based on the identified specific problems of the child, makes individual recommendations for corrective work with him.

Parents it is necessary to maintain control over his assimilation of educational material and an individual explanation at home of what the child missed in class, since psychological maladaptation manifests itself primarily in the fact that the child cannot effectively assimilate educational material in class, therefore, his psyche has not yet adapted to the conditions lesson, it is important to prevent its pedagogical lag.

Teacher creates a situation of success in the lesson, comfort in the lesson situation, helps to organize a student-oriented approach in the class. He should be restrained, calm, emphasize the merits and successes of children, and try to improve their relationships with peers. It is necessary to create a trusting, sincere emotional environment in the classroom.

Adult participants in the educational process - teachers and parents - play an important role in ensuring the comfort of learning. The personal qualities of the teacher, the preservation of close emotional contacts between children and close adults, the friendly constructive interaction between the teacher and parents are the key to the creation and development of a general positive emotional background of relationships in a new social space - at school.

Cooperation between teacher and parents ensures a decrease in the child’s anxiety level. This makes it possible to make the adaptation period for first-graders short.

1. Pay more attention to the child: observe, play, advise, but educate less.

2. Eliminate the child’s insufficient preparedness for school (underdeveloped fine motor skills - consequence: difficulties in learning to write, undeveloped voluntary attention - consequence: it is difficult to work in class, the child does not remember, misses the teacher’s assignments). Necessary pay more attention to the development of imaginative thinking: drawings, design, modeling, appliqué, mosaic.

3. Inflated expectations of parents create low self-esteem and self-doubt. The child’s fear of school and of his parents increases for his failure and inferiority, and this is the path to chronic failure and developmental inhibition. Any real success must be assessed sincerely and without irony by parents.

4. Do not compare the child’s mediocre results with the achievements of other, more successful students. You can compare a child only with himself and praise him only for one thing: improving his own results.

5. The child needs to find an area where he could realize his demonstrativeness (clubs, dancing, sports, drawing, art studios, etc.). In this activity, ensure immediate success, attention, and emotional support.

6. Emphasize, highlight as extremely significant the area of ​​activity where the child is more successful, thereby helping to gain faith in himself: if you learn to do this well, then you will gradually learn everything else.

7. Remember that any emotional manifestations on the part of an adult, both positive (praise, kind words) and negative (shouting, remarking, reproaches) serve as reinforcement that provokes demonstrative behavior in the child.

Conclusion.

Adaptation to school is a multifaceted process. SD is a very common phenomenon among primary school students. In case of successful adaptation to school, the leading activity of the primary school student gradually becomes educational, replacing play. In case of maladaptation, the child finds himself in an uncomfortable state, he literally excludes himself from the educational process, experiences negative emotions, blocks cognitive activity, and, ultimately, slows down his development.

Therefore, one of the main tasks for ensuring the successful course of the child’s adaptation period for the teacher is to ensure continuity in the development of abilities, skills and methods of activity, to analyze the developed skills and determine, if necessary, the necessary correction paths.

With the correct identification of the specific individual problems of a maladjusted child and the joint efforts of the psychologist, teacher and parents, changes in the child are sure to occur and he really begins to adapt to the learning conditions at school.

The most important result of assistance is to restore the child’s positive attitude towards life, towards everyday school activities, towards all persons involved in the educational process (child - parents - teachers). When learning brings joy to children, then school is not a problem.

Glossary.

7. Hyperkinetic syndrome is a disorder characterized by impaired attention, motor hyperactivity and impulsive behavior.

Literature.

1. Barkan A.I. Types of adaptation of first-graders / Pediatrics, 1983, No. 5.
2. Vygotsky JI.C. Collected works in 6 volumes. - M., 1984. T.4: Child psychology.
3. Vostroknutov N.V., Romanov A.A. Social and psychological assistance to difficult-to-educate children with developmental and behavioral problems: principles and means, game methods of correction: Method, recommendations. - M., 1998.
4. Dubrovina I.V., Akimova M.K., Borisova E.M. and others. Workbook of a school psychologist / Ed. I.V. Dubrovina. M., 1991.
5. Magazine “Primary School”, No. 8, 2005
6. Gutkina N.I. Psychological readiness for school. - M.: NPO "Education", 1996, - 160 p.

Adaptability- the ability to adapt varies from person to person and reflects the level of both innate and acquired life qualities of a person. Adaptability is partly genetically determined by the peculiarities of metabolism. The difference in biochemical reactions, the way of responding to stress. The process of adaptation to school, as to any new life circumstance, goes through several phases: indicative. Unstable and relatively stable adaptation.

Modern science affirms the following position: it is not the child who must adapt to the school, but the school to the child.. This point of view is gaining more and more supporters: school maladjustment as a pedagogical phenomenon directly correlates with imperfections and gross miscalculations in the school education system.

Doctor of Medical Sciences, Professor V.F. Bazarny draws attention to the negative impact on children of such ingrained school traditions:

· The usual posture of children during the lesson, tense - unnatural. Research conducted by scientists has shown that with such psychomotor and neurovegetative enslavement, within 10 to 15 minutes the student experiences neuropsychic stress and stress. Comparable to those. What do astronauts experience during takeoff?

· A learning environment depleted of natural stimuli: closed rooms, limited spaces filled with artificially created elements and depriving children of living sensory impressions. Under these conditions, there is a fading of figurative and sensory perception of the world, a narrowing of visual horizons, and depression of the emotional sphere;

· The verbal principle of constructing the educational process, the “book” study of life leads to the fact that children lose the ability to think independently;

· Excessive passion for methods of intellectual development to the detriment of sensual, emotional and figurative development. This leads to a splitting of the sensual and intellectual in a person, to the disintegration of the most important mental function - imagination. And as a consequence - to the early formation of schizoid mental function.

Among the pedagogical reasons for school maladjustment children include:

Inconsistency between the school regime and the sanitary and hygienic psycho-physiological characteristics of children. The vast majority of children at risk are characterized by increased fatigue and rapid depletion of the central nervous system. The sanitary and hygienic conditions that exist in regular schools and are focused on a healthy child and average age indicators of mental development turn out to be inadequate for such children.

The normatively determined occupancy of ordinary classes carries with it an amount of irritants that is unbearable for many children. The routine of school life, a specific lesson schedule, the alternation of work and rest - all this does not correspond to their physical and mental capabilities.

Inconsistency between the pace of educational work and the capabilities of children at risk: they lag behind their peers by 2-3 times in terms of the pace of activity; in lessons they do not have time to understand, comprehend, understand the explanation. The situation of misunderstanding aggravates their neuropsychic weakness and leads to a decline in activity and independence.

Predominance of negative evaluative stimulation. Making sure of that. What an effort. Which they initially put in to earn the approval and praise of the teacher. They don't give results. That they are unable to become on par with other children, they lose hope of success. Increased anxiety, fear of reproach and bad marks become constant companions, contributing to the development and deepening of painful reactions.

Conflict relationships in the family arising from educational failures of schoolchildren.

There are rare cases when parents try to help their child overcome difficulties. Smooth out negative school experiences, discomfort and dissatisfaction. In the overwhelming majority, adults act in exactly the opposite way: they threaten, cancel communication... Very often, poor academic performance and bad behavior of a first-grader become the basis for conflictual relationships between adult family members.

The source of school maladjustment is the school environment and the demands it places on the student. In this case, the very concept of school maladaptation is defined as a violation of balance, a harmonious relationship between the child and the school, in which the child suffers.

Types of adaptation disorders in primary school age

The mechanisms of maladaptation manifest themselves at the social (pedagogical), psychological and physiological levels.

If primary adaptation disorders are not eliminated. Then they spread to deeper “floors” - psychological and physiological.

Pedagogical level of school maladjustment.

He finds himself with the problems of a child in teaching and in mastering something new for him social role And- student.

A child’s learning problems can increase in stages:

Stage 1 - primary difficulties in learning;

Stage 2 - knowledge gaps;

Stage 3 - lag in mastering knowledge in one or more subjects;

Stage 4 - partial or general failure;

Stage 5 - refusal of educational activities.

In relational terms, negative dynamics also go through 5 stages:

Stage 1 - based on academic failure, tension in the child’s relationship with the teacher and parents;

Stage 2 - semantic barriers;

Stage 3 - occasional conflicts, misunderstandings;

Stage 4 - systematic conflicts;

Stage 5 - severance of personally significant relationships for him.

These deformations are hidden and, as a rule, teachers do not correlate with the influence of the school.

Psychological level of maladjustment.

Based on the above problems, a more complex level of school maladaptation begins - psychological.

Stage 1- At first the child develops a feeling of anxiety. Insecurity, vulnerability in situations related to educational activities: he is passive in the lesson. When answering, he is tense, constrained, and during recess he cannot find something to do. Prefers to be near children, but does not come into contact with them, cries easily, blushes, gets lost even at the slightest remark from the teacher.

Stage 2- The child begins to act in self-preservation mode, begins to intensively defend himself against loads and demands that are unbearable for him. The initial tension is reduced due to a change in attitude towards educational activity: it is no longer considered as significant.

Stage 3-4- Psychoprotective reactions are reinforced: he gets distracted in class, looks out the window, and does other things. Self-affirmation is often carried out by opposing school norms and violating discipline. The child is looking for a way to protest against a non-prestigious position in the social environment.

There are methods of passive and active protest, correlated with the strong or weak type of his nervous system.

The reaction of active protest is expressed in the fact that the child violates discipline, quarrels with classmates, and interferes with their play. Outbursts of irritation and anger are possible. As the child grows up, he asserts himself in some other type of activity. It is she who becomes leading and significant for him. In it he receives recognition.

The reaction of passive protest is manifested by the fact that they rarely raise their hand in class, fulfill the teacher’s demands formally, are passive during recess, and prefer to be alone. Depressive moods and fears predominate.

Stage 5- Sometimes such children at some stage realize the futility of their possible future, and a destructive internal conflict between “I want” and “I can” matures in their souls.

Such children are often emotionally unstable: sensitive to threats, shy, timid, and distrustful. Overly touchy. Such a child often tries to compensate for his position with aggressiveness and a tendency to take risky actions in order to attract attention to himself. He feels like a stupid person, a bad student, not loved by others...

The development of adaptation disorders looks different in children whose school difficulties are understood by loved ones. Who actively help him. Against the backdrop of emerging and consolidating anxiety, an active desire to meet the expectations of adults grows. Mobilization is taking place. Or even beyond the mobilization of volitional resources. A child, encouraged by adults, tries his best. The time he spends on studying at home increases. Rest time is reduced. And often for sleep, which inevitably results in damage to physical and mental health.

Physiological level of maladjustment.

Cases of neuropsychiatric disorders are recorded among schoolchildren with unstable adaptation. Some of them are experiencing increased incidence rates. In children who have not adapted during the school year, there are frequent cases of pronounced asthenoneurotic deviations in the form of borderline neuropsychiatric disorders.

Psychogenic school maladjustment (PSD) – implies « psychogenic reactions, psychogenic diseases and psychogenic formations of the child’s personality, violating his subjective and object status at school and in the family, and complicating the educational process” (I.V. Dubrovina).

School maladjustment – this is the formation of inadequate mechanisms for a child’s adaptation to school in the form of learning and behavioral disorders, conflict relationships, psychogenic diseases and reactions, increased levels of anxiety, and distortions in personal development (R.V. Ovcharova).

Manifestations of school maladaptation (R.V. Ovcharova)

The maladaptive behavior of a child at school is classified differently by different authors: didactogenic neurosis, school neurosis. It should be noted here that “neurosis” is not understood in a narrow medical sense, but rather as an inadequate way of responding to certain difficulties of school life.

As a rule, school neuroses manifest themselves in causeless aggressiveness, fear of going to school, refusal to attend lessons, answer at the blackboard, i.e. in deviant, maladaptive behavior. However, such extreme cases of manifestations of aggressiveness or fear are quite rare in school practice. A state of school anxiety is more common. “School anxiety is a relatively mild form of emotional distress. It is expressed in excitement, increased anxiety in educational situations, in the classroom, in anticipation of a bad attitude towards oneself, negative assessment from teachers and peers” (A.M. Prikhozhan).

I.V. Dubrovina highlights several groups of children suffering from school neurosis.

1. Children with obvious deviations in behavior (behave defiantly in lessons, walk around the class during classes, are rude to the teacher, are uncontrollable, show aggressiveness not only towards classmates, but also towards teachers. As a rule, they study poorly. Self-esteem is inflated. For them characteristic manifestation of hyperdynamic syndrome, pathological fantasy syndrome.Most often, teachers classify such children as pedagogically neglected or even mentally retarded.

2. Successful schoolchildren who behave satisfactorily in class, as a result of overload or emotional upheaval, suddenly change dramatically before our eyes. They develop depression and apathy. Teachers say about such a student that he has been replaced, as it were, that he has lost interest in learning. The child refuses to go to school, begins to be rude, and snaps. Syndromes such as obsessive (obsessive phenomena), neurotic depression syndrome, manifested in low mood, emotional lability, and anxiety, may appear. This group of children is sometimes also characterized by autism syndrome (the child loses contact with reality, interest in others, is completely immersed in his own experiences), mutism (refusal of communicative speech).

3. This group is most interesting because, despite outwardly seeming well-being (good academic performance, satisfactory behavior), children may exhibit various signs of emotional distress (fear of answering at the blackboard, when giving oral answers from a seat, hand tremors are observed, they speak very quietly, are whiny, always aside). Such schoolchildren have an increased level of sensitivity and anxiety. Self-esteem is usually low, they are very vulnerable. The most characteristic of children of the third group is phobic syndrome (obsessive signs of fear with a clear plot) and fear syndrome. Such students have a fear of school as a unique kind of overvalued fears, the cause of which may be fear of punishment for violating discipline at school, fear of a strict teacher, etc., as a result of which the child may refuse to go to school; or against this background, various psychosomatic phenomena may occur - fever, nausea, headache before school, etc.

As we can see, the range of manifestations of school neuroses is quite large, which makes it difficult to identify clear criteria for their diagnosis. Therefore, for the prevention and correction of school neuroses, complex games are needed, including early diagnosis of the student’s personality development, taking into account his capabilities, and constant work with teachers and parents in the school psychological service system.

Correction of deficiencies in educational activities

General characteristics of educational activities

Educational activity is a form of human social activity aimed at mastering the methods of objective and mental (cognitive) actions. It proceeds under the guidance of a teacher and involves the inclusion of the child in certain social relations.

Components of educational activities:

Motivational (motives for educational activities could be the following: external, internal, cognitive, educational, gaming, broad social, understood and effective, positive and negative, leading and secondary, etc.);

Orientation (the student’s entry into a specific learning situation, its analysis and determination of a plan for upcoming learning activities);

Operational (general learning actions, initial logical operations and behavioral learning actions);

Evaluative (actions of control and evaluation, recording the compliance or non-compliance of the results of educational activities with the requirements).

Learning activities

Initial logical operations: the ability to identify common and distinctive properties of objects; the ability to identify species-generic relationships of objects; make a generalization; compare; classify.

General learning skills: engage in activities; ability to use signs, symbols, substitute objects; listening skills; see; the ability to be attentive; work at a pace; accept the goals of the activity; to plan; work with educational supplies and organize the workplace; monitor and evaluate the educational activities of yourself and your classmates; communicate and work in a team.

Behavioral skills: enter and leave the classroom with the bell; sit at a desk and get up from behind it; To raise a hand; go to the board and work with it.

Stages of formation of educational activities (V.V. Davydov)

Elementary education

The main components of the structure of educational activities are formed. Children are focused not on solving a problem, but on the general method of obtaining it. Forming the ability to consciously control one’s learning activities and critically evaluate their results.

Middle school

Senior classes

Students become individual subjects of learning.

Psychologists recognize the priority of initial training in the formation and, if necessary, correction of deficiencies in educational activities.

Correction of educational activities

Psychologists propose solving the problem of the formation, prevention and correction of deficiencies in the educational activities of younger schoolchildren through the development of general educational intellectual skills.

General educational intellectual skills are mental actions that are associated with the process of mastering a wide variety of subjects, but, unlike subject skills, have a wide range of application.

General educational intellectual skills:

1. observation, listening, reading skills;

2. classification and generalization skills;

skills of self-control and self-esteem.

G.F. Kumarina proposes to distinguish direct and indirect ways of forming educational activities.

The direct path is implemented in a system of special educational tasks, exercises, and correctional and developmental classes.

The indirect path is associated with a special structuring of the content of the acquired material, with the embeddedness in it of appeal to general educational intellectual skills.

Thus, the correctional and developmental program of N.Ya. Chutko, G.F. Kumarina (Correctional pedagogy in primary education / ed. G.F. Kumarina. - M., 2001.) is aimed at developing the following combinations of general educational intellectual skills:

observation, classification, self-control;

listening, classification, self-control;

reading, classification, self-control;

observation, generalization, self-control;

listening, generalization, self-control;

reading, generalization, self-control.

Let us give examples of tasks that contribute to the formation of educational activity and the correction of its shortcomings in reading lessons.

(Observation, reading, classification according to a given basis, self-control)

Look at the picture (the picture shows the heroes of A. Tolstoy’s fairy tale “The Golden Key, or the Adventure of Pinocchio” - Pinocchio, Malvina, poodle Artemon, as well as a stork, an aster, a dacha). Why exactly this drawing was made for this page of the “Russian ABC”? (introducing the sound and letter “a”). Explain your reasons and prove your answer.

An example of tasks that contribute to the formation of educational activity and the correction of its deficiencies in mathematics lessons.

(Listening, classification according to a given basis, self-control).

Listen to the numbers. Select and name the extra number: 15, 55, 5, 51. Explain why you think that the number you chose is extra.

(Reading, image, self-control)

Read: “A quadrangular figure in which all sides are equal and all angles are right.” Write down the name of this figure - “square”. Draw this figure and formulate a question that allows you to test yourself (“Does my drawing correspond to the characteristics of a geometric figure – a “square”?).

1. Games for classifying objects, images of objects according to a given or independently found basis.

(combine into groups objects located in the classroom, in the yard, in the playground according to color, shape, purpose, games like “Dominoes”, based on dividing images of animals, birds, plants according to a base given or found by students.

2. Games aimed at developing and improving listening skills and object classification (games like “Guess who’s singing”, “Guess whose voice”). Classification by ear of objects according to an independently found basis (games like “Name the fourth”, the leader names three (four, five) plants (animals, birds, fish) and turns to one of the players with the sentence: “Name the fourth (fifth).”

3. Generalization games. (name groups of objects in the classroom without listing the objects themselves). An example of a game aimed at developing the ability to listen and generalize the characteristics of objects. The psychologist describes the signs of a tree familiar to the children, and then commands: “One, two, three - whoever guessed right, run under this tree.” Listening and generalization are helped by solving riddles.

In the correctional and developmental program S.V. Kudrina (S.V. Kudrina educational activities of junior schoolchildren. Diagnostics. Formation. - St. Petersburg, 2004.) emphasizes the importance of development and correction, not only of general educational skills and logical operations, but also of the formation of the following behavioral skills of students: the ability to perform actions, related to bells to and from class; ability to navigate the classroom space; ability to use a desk, blackboard; the ability to correctly demonstrate the desire to answer at the board.

Let's give examples of games.

Game "Teacher"

The child, playing the role of the teacher, stands at the entrance to the classroom with the bell, performing the usual actions of the teacher. He waits until the class is lined up and then says the phrase that the teacher always uses when giving permission to enter the classroom. For example, 6 “Please enter the classroom and stand at your seats.” Classmates follow instructions. The one who performed his actions best becomes the “teacher” in the next lesson.

Game - poem

The teacher recites a poem, and the children perform the actions indicated in it.

We entered a spacious classroom.

Our lesson has begun.

The teacher gives us different tasks.

Let's carry them out together -

We are full of attention.

Lenya, get up and go to the board.

Masha, close the doors.

And, Natasha, collect the notebooks on the table.

At the window on the floor

Are we all right?

We'll raise our hands up.

Let's all sit down on the floor.

And we are ready to complete the tasks again.

Correction of learning difficulties at school (using the example of difficulties in learning to read, count, write).

The overwhelming number of children whose parents turn to a psychologist for help do not do well in school in mathematics, reading, and the Russian language.

A partial disorder of the process of mastering reading, which is repeated in numerous repeated errors of a persistent nature, is called dyslexia, a partial disorder of the process of mastering writing is dysgraphia. You can also note children’s difficulties in mastering counting operations and difficulties in solving mathematical problems.

The main reason for such disorders is the immaturity of mental functions involved in the process of mastering reading, counting, and writing.

Educational practice and numerous psychological and pedagogical studies convincingly prove that the most important are the following functions:

1. spatial perception and analysis, spatial representations;

2. visual perception, visual analysis and synthesis;

3. coordination in the “eye-hand” system;

4. complexly coordinated movements of fingers and hands;

5. phonemic perception, phonemic analysis and synthesis.

Therefore, the main goal of the correctional and developmental program for a student or group of students who have difficulties in mastering the process of reading, counting, writing should be the development (exercise, bringing) to the level of age norms of the state of school-significant functions through the use of special tasks of two types:

correctional and developmental tasks based on educational material;

correctional and developmental tasks based on non-educational material.

Development and improvement of spatial perception and analysis, spatial representations.

The insufficiency of these functions causes 47% of the difficulties experienced by primary schoolchildren in mastering educational material in mathematics, 24% in the Russian language and the formation of writing skills, and 16% of difficulties in learning to read.

The most common spatial discrimination errors in children are the following:

In behavior - spatial errors in the arrangement of educational objects on the desk and the teacher’s requirements related to the direction of movement (forward, backward, to the side)

In reading - the narrowing of the distinguishable space of lines makes it difficult to move to fluent reading, spatial non-distinction of letters of similar shape.

In writing – inability to correlate a letter and lines in a notebook, displacement of the top and bottom of similar letters (t – w, i – p), mirror errors due to turning the letter sign in the opposite direction (s – e, b-d)

In mathematics - erroneous writing of numbers (6-9, 5-2), inability to symmetrically arrange the entry of an example in a notebook, visual errors in measurement, lack of formation of complex spatial concepts necessary for mastering the concepts of “meter”, “centimeter”.

In drawing - eye errors in observation, inability to position the drawing in the space of the sheet, difficulties in mastering the proportions in the drawing.

In gymnastic exercises - the wrong direction of movement when changing to a command, difficulty switching from one direction of movement to another.

Taking into account all that has been said, the logic for deploying correctional and developmental work to eliminate spatial orientation difficulties in primary school students should be as follows:

The first stage is the clarification and enrichment of ideas about the spatial characteristics of surrounding objects.

Types of tasks:

conduct a detailed analysis of objects (objects, geometric figures) and isolate the main, essential features that distinguish one object from another or make them similar.

Identify specified forms in surrounding objects or in a drawing demonstrated by a psychologist

Divide an object into its component elements

Reproduce the given figures in different ways (build from sticks, matches, draw in the air or on paper, cut, sculpt, lay out from braid.

Complete the unfinished contours of geometric shapes and objects.

Transform figures (using sticks or matches to make another from one figure)

The second stage is the clarification and development of ideas about the body diagram and the directions of space in relation to oneself.

Type of tasks:

determine your sideliness, first accompanying the orientation process with detailed verbal comments, and then only mentally;

determine the sideliness of objects located opposite, indicate the situation verbally;

indicate the directions graphically (with a diagram), after showing them with your hand in the air;

determine the linear sequence of the subject row located opposite;

write a geometric dictation.

The third stage is the clarification and formation of full-fledged ideas about the spatial relationships of objects and their relative positions.

Types of tasks:

Determine spatial relationships between objects, designate them verbally;

Carry out transformations in the arrangement of objects relative to each other according to verbal instructions and a clearly presented example

Determine the spatial relationships of elements of graphic images

complete a drawing (constructive craft) according to verbal instructions;

carry out orientation based on the proposed plan.

Development and improvement of visual perception and visual analysis, coordination in the eye-hand system.

Errors: forgetting the outline of rarely encountered letters and mixing them up with each other (ch and c, f and i) or mixing them up according to the optical characteristics of the letters

Types of correctional and developmental tasks:

recognition of real objects and their images followed by naming

recognition of stylized images of objects

recognition of contour or silhouette images of objects

recognition of dotted or dotted images of objects, geometric shapes, letters, numbers.

Recognition of noisy (crossed out) or superimposed images of objects, geometric shapes, letters, numbers.

Finding a given figure (letters, numbers) among others

Searching for missing or inadequate details in objects or scene pictures

Distinguishing correctly and mirrored alphabetic and numeric characters

Converting letters or numbers

Comparison of letters (numbers) made in different types of printed and handwritten fonts

Tasks for accurate graphic reproduction of proposed objects (drawings, signs, symbols)

Design according to a given model.

Development and improvement of complexly coordinated movements of the hands and fingers

Types of tasks:

finger play training

classes, exercises and games using productive activities

special graphic preparation exercises (feeling specially made wooden outlines of letters with the fingers (index and middle) of the leading hand, tracing them with a wooden stick, touching letters made of sandpaper, etc.)

Special physical exercises

Development and improvement of phonemic perception, phonemic analysis and synthesis.

The first stage is the improvement of auditory perception, sense of rhythm, auditory-verbal memory;

Types of tasks:

After listening, invite children to identify and name non-speech sounds (household noises, street sounds, the sound of musical instruments)

alternate the nature of actions or change the direction of movements, focusing on the volume or change in tempo-rhythmic characteristics of the sound signal (drum, tambourine, claps)

remember and reproduce the rhythmic pattern

listen to a series of sounds (drum hits) and determine their number

The second stage is the development of phonemic perception and the formation of clear phonemic ideas.

Types of tasks:

remember and reproduce without errors a number of sounds (syllables, words)

select a word given by the teacher from a number of words that differ in one sound

find words that sound similar

find an extra one in a syllable row

guess the vowel sound from silent articulation

The third stage is the formation of phonemic analysis and synthesis skills

Types of tasks:

find common sound in words

select words with a given sound from the text

make up your own words with a certain sound

identify the first and last sounds in words

choose words with a given number of sounds

group pictures depending on the number of syllables in their names

transform words by adding or changing one sound, rearranging sounds

make diagrams of words or select words to the proposed scheme.

Features of the prevention of school maladjustment in younger schoolchildren

2. Characteristics of school maladjustment (types, levels, causes)

When dividing maladjustment into types S.A. Belicheva takes into account external or mixed manifestations of a defect in the interaction of the individual with society, the environment and oneself:

a) pathogenic: defined as a consequence of nervous system disorders, brain diseases, analyzer disorders and manifestations of various phobias;

b) psychosocial: the result of gender and age changes, accentuation of character (extreme manifestations of the norm, increasing the degree of manifestation of a certain trait), unfavorable manifestations of the emotional-volitional sphere and mental development;

c) social: manifested in violation of moral and legal norms, in asocial forms of behavior and deformation of internal regulation systems, referent and value orientations, and social attitudes.

Based on this classification by T.D. Molodtsova identifies the following types of maladjustment:

a) pathogenic: manifests itself in neuroses, hysterics, psychopathy, analyzer disorders, somatic disorders;

b) psychological: phobias, various internal motivational conflicts, some types of accentuations that did not affect the social development system, but which cannot be classified as pathogenic phenomena.

Such maladaptation is largely hidden and quite stable. This includes all types of internal violations (self-esteem, values, orientation) that affected the well-being of the individual, led to stress or frustration, traumatized the personality, but did not yet affect behavior;

c) socio-psychological, psychosocial: poor academic performance, lack of discipline, conflict, difficult to educate, rudeness, relationship violations. This is the most common and easily manifested type of maladjustment;

As a result of socio-psychological maladjustment, one can expect the child to display a whole range of nonspecific difficulties associated primarily with activity disorders. In the classroom, an unadapted student is disorganized, often distracted, passive, has a slow pace of activity, and often makes mistakes. The nature of school failure can be determined by a variety of factors, and therefore an in-depth study of its causes and mechanisms is carried out not so much within the framework of pedagogy, but from the position of pedagogical and medical (and more recently social) psychology, defectology, psychiatry and psychophysiology

d) social: a teenager interferes with society, is characterized by deviant behavior (deviating from the norm), easily enters into an asocial environment (adaptation to asocial conditions), becomes a delinquent (delinquent behavior), is characterized by adaptation to maladjustment (drug addiction, alcoholism, vagrancy), in As a result, it is possible to reach a criminogenic level.

This includes children who have “dropped out” of normal communication, who have been left homeless, who are predisposed to suicide, etc. This species is sometimes dangerous for society and requires the intervention of psychologists, teachers, parents, doctors, and justice workers.

Social maladjustment of children and adolescents is directly dependent on negative relationships: the more pronounced the degree of negative attitudes of children towards school, family, peers, teachers, informal communication with others, the more severe the degree of maladjustment.

It is quite natural that overcoming one or another form of maladjustment should first of all be aimed at eliminating the causes that cause it. Very often, a child’s maladjustment at school and inability to cope with the role of a student negatively affect his adaptation in other communication environments. In this case, a general environmental maladjustment of the child arises, indicating his social isolation and rejection.

There are frequent cases in school life when balance and harmonious relationships between the child and the school environment do not arise initially. The initial phases of adaptation do not go into a stable state, but on the contrary, maladaptation mechanisms come into play, ultimately leading to a more or less pronounced conflict between the child and the environment. Time in these cases only works against the student.

The mechanisms of maladaptation manifest themselves at the social (pedagogical), psychological and physiological levels, reflecting the child’s ways of responding to environmental aggression and protecting against this aggression. Depending on the level at which adaptation disorders manifest themselves, we can talk about risk states for school maladaptation, highlighting states of academic and social risk, health risk and complex risk.

If primary adaptation disorders are not eliminated, then they spread to deeper “floors” - psychological and physiological.

1) Pedagogical level of school maladjustment

This is the most obvious and recognized level by teachers. He reveals himself to be a child's problems in learning (activity aspect) in mastering a new social role for him - a student (relational aspect). In terms of activity, if the development of events is unfavorable for the child, his primary learning difficulties (1st stage) develop into problems in knowledge (2nd stage), a lag in mastering material in one or more subjects (3rd stage), partial or general (4th stage), and as a possible extreme case - refusal of educational activities (5th stage).

In relational terms, the negative dynamics are expressed in the fact that the tensions that initially arose on the basis of educational failure in the child’s relationship with teachers and parents (1st stage) develop into semantic barriers (2nd stage), into episodic (3rd stage) and systematic conflicts (4th stage) and, as an extreme case, a rupture of personally significant relationships for him (5th stage).

Statistics show that both academic and relationship problems are persistent and do not improve over the years, but only get worse. Generalized data from recent years indicate an increase in those experiencing difficulties in mastering program material. Among junior schoolchildren, such children make up 30-40%, and among primary school students, up to 50%. Surveys of schoolchildren show that only 20% of them feel comfortable at school and at home. More than 60% report dissatisfaction, which characterizes trouble in relationships that develop at school. This level of development of school maladaptation, obvious to teachers, can be compared with the tip of the iceberg: it is a signal of those deep deformations that occur at the psychological and physiological levels of the student - in his character, mental and somatic health. These deformations are hidden and, as a rule, teachers do not correlate them with the influence of the school. And at the same time, its role in their emergence and development is very great.

2) Psychological level of maladjustment

Failure to succeed in academic activities, troubles in relationships with personally significant people cannot leave a child indifferent: they negatively affect the deeper level of his individual organization - psychological, affecting the formation of the character of a growing person, his life attitudes.

At first, the child develops a feeling of anxiety, insecurity, and vulnerability in situations related to educational activities: he is passive in class, tense and constrained when answering, cannot find something to do during recess, prefers to be near children, but does not engage in interactions with them. contact, cries easily, blushes, gets lost even at the slightest remark from the teacher.

The psychological level of maladjustment can be divided into several stages, each of which has its own characteristics.

First stage - Trying to the best of his ability to change the situation and seeing the futility of efforts, the child, acting in self-preservation mode, begins to instinctively defend himself from extremely high loads for him, from feasible demands. The initial tension is reduced due to a change in attitude towards learning activities, which are no longer considered significant.

The second stage - they appear and become consolidated.

The third stage is various psychoprotective reactions: during lessons, such a student is constantly distracted, looks out the window, and does extraneous things. And since the choice of ways to compensate for the need for success among younger schoolchildren is limited, self-affirmation is often carried out by opposing school norms and violations of discipline. The child is looking for a way to protest against a low-prestige position in the social environment. The fourth stage is to distinguish between methods of active and passive protest, probably correlated with the strong or weak type of his nervous system.

3) Physiological level of maladjustment

The impact of school problems on a child’s health today is most studied, but at the same time it is least understood by teachers. But it is here, at the physiological level, the deepest in a person’s organization, that experiences of failure in educational activities, the conflictual nature of relationships, and an exorbitant increase in time and effort spent on learning are confined.

The question of the influence of school life on children's health is the subject of research by school hygiene specialists. However, even before the advent of specialists, the classics of scientific, nature-conforming pedagogy left their descendants with their assessments of the influence of the school on the health of those who study in it. Thus, G. Pestalozzi noted in 1805 that with traditionally established school forms of education, an incomprehensible “suffocation” of children’s development occurs, “the killing of their health.”

Today, among children who have crossed the threshold of school already in the first grade, there is a clear increase in deviations in the neuropsychic sphere (up to 54%), visual impairment (45%), posture and feet (38%), diseases of the digestive system (30%). Over nine years of schooling (from 1st to 9th grade), the number of healthy children is reduced by 4-5 times.

At the stage of leaving school, only 10% of them can be considered healthy.

It became clear to scientists: when, where, under what circumstances healthy children become sick. For teachers, the most important thing: in maintaining health, the decisive role belongs not to medicine, not to the health care system, but to those social institutions that predetermine the conditions and lifestyle of the child - family and school.

The causes of school maladjustment in children can be of a completely different nature. But its external manifestations, which teachers and parents pay attention to, are often similar. This is a decrease in interest in learning, up to a reluctance to attend school, deterioration in academic performance, disorganization, inattention, slowness or, conversely, hyperactivity, anxiety, difficulties in communicating with peers, and the like. In general, school maladjustment can be characterized by three main signs: the lack of any success in learning, a negative attitude towards it and systematic behavioral disorders. When examining a large group of junior schoolchildren aged 7-10 years, it turned out that almost a third of them (31.6%) belong to the risk group for the formation of persistent school maladjustment, and in more than half of this third, school failure is caused by neurological causes, and above all a group of conditions, which are designated as minimal brain dysfunction (MCD). By the way, for a number of reasons, boys are more susceptible to MMD than girls. That is, minimal brain dysfunction is the most common reason leading to school maladjustment.

The most common cause of SD is minimal brain dysfunction (MCD). Currently, MMD are considered as special forms of dysontogenesis, characterized by age-related immaturity of individual higher mental functions and their disharmonious development. It is necessary to keep 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 normal level or, in some cases, subnormal, but at the same time experience significant difficulties in school learning. Due to the deficiency of certain higher mental functions, MMD manifests itself in the form of impairments in the development of writing skills (dysgraphia), reading (dyslexia), and counting (dyscalculia). Only in isolated cases do dysgraphia, dyslexia and dyscalculia appear in an isolated, “pure” form; much more often their symptoms are combined with each other, as well as with disorders of the development of oral speech.

A pedagogical diagnosis of school failure is usually made in connection with unsuccessful learning, violations of school discipline, conflicts with teachers and classmates. Sometimes school failure remains hidden from both teachers and families; its symptoms may not negatively affect the student’s academic performance and discipline, manifesting either in the student’s subjective experiences or in the form of social manifestations.

Adaptation disorders are expressed in the form of active protest (hostility), passive protest (avoidance), anxiety and self-doubt and in one way or another affect all areas of the child’s activity at school.

The problem of difficulties in children's adaptation to the conditions of primary school is currently of high relevance. According to researchers, depending on the type of school, from 20 to 60% of primary schoolchildren have serious difficulties in adapting to school conditions. There are a significant number of children studying in public schools who, already in the primary grades, cannot cope with the curriculum and have difficulties in communication. This problem is especially acute for children with mental retardation.

Scientists unanimously include learning difficulties and various violations of school norms of behavior as the main primary external signs of school failure.

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 and clumsiness, which are often referred to as minimal static-locomotor deficiency. The second most common cause of SD 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, incorrect approaches to raising a child, as well as difficulties in relationships with teachers and classmates. An important predisposing factor to the formation of neuroses and neurotic reactions can be the personal characteristics of children, in particular anxious and suspicious traits, increased exhaustion, a tendency to fear, and demonstrative behavior.

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

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

3. There is a lack of formation of psychological and psychophysiological prerequisites for the directed educational activities of students.

A kind of micro-collective that plays a significant role in the education of the individual is the family. Trust and fear, confidence and timidity, calm and anxiety, cordiality and warmth in communication as opposed to alienation and coldness - a person acquires all these qualities in the family. They appear and become established in the child long before entering school and have a lasting impact on his adaptation to educational behavior.

The reasons for complete maladjustment are extremely diverse. They can be caused by imperfect teaching, unfavorable social and living conditions, and deviations in the mental development of children.

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