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Introduction. The article outlines the significance of the research of adaptation processes among the children with migration history keeping in mind the growth of migration processes in the Chelyabinsk region. The topicality of the problem is supported with the data of the monitoring which was held among the educational institutions of the Chelyabinsk region in 2022.
Materials and Methods. The main methods of the research are the analysis of scientific literature as well as diagnostic methods including examination, description, methods of statistic data processing.
Results. A comprehensive model of adaptation of children with a migration history is considered, consisting of four key components: linguistic, psychological, legal and sociocultural adaptation. Each of the components is considered both in theoretical and practical aspects.
Discussion. The article underlines the importance of migration processes and the fact that the success of adaptation depends upon the focused coordinate efforts of all the participants in the social institutionalization: state establishments, educational institutions, subjects of educational system.
Conclusion. The authors draw the conclusion that only cooperate efforts and involvement of all the participants of migration and adaptation processes as well as the application of the complex adaptive method of four components contribute to the success of adaptation and integration of a child with migration history into the Russian society.
Migration; Integration; Adaptation; Language; Society; Migration history; adolescents; Educational system; Chelyabinsk region
The study defines the topicality of the research of migration processes on the whole and peculiarities of adaptation of children with migration history in particular.
It also describes the complex model of adaptation of children with migration history in the system of education by the example of the Chelyabinsk region which consists of four components: language, psychological, legal and sociocultural types of adaptation.
The authors present the practical examples of fulfillment of adaptive actions in educational establishments of the Chelyabinsk region.
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