SOCIO-PEDAGOGICAL SUPPORT FOR SCHOOL ADAPTATION OF CHILDREN FROM FAMILIES OF INTERNALLY DISPLACED PERSONS FROM THE TERRITORIES OF NEW REGIONS OF RUSSIA

Abstract

The article deals with a problem of organizing socio-pedagogical support for children of refugees of internally displaced persons from the territories of new regions of Russia, the importance of which in modern Russian society is actualized due to the increase in the number of those in need of assistance. Traumatic events preceding migration make it difficult for children to adapt to school. The article is aimed at identifying ways to improve socio-pedagogical support for children of refugees and internally displaced persons. The understanding of the terms “socio-pedagogical support”, “adaptation”, “migrants”, “refugees”, “internally displaced persons” is analyzed. The article reveals the specific features of the children of the new wave of migration, which, in turn, requires the specification of socio-pedagogical support, aimed at the normalization and stabilization of their vital activity. The article presents material based on surveys of students, parents and teachers, observations of teachers and interpretation of the results of psychological and pedagogical surveys in educational organizations. Effective and ineffective measures have been identified. The empirical data of the research identify measures of social and pedagogical support for children from refugee and internally displaced families that are in short supply. Specific measures are proposed to improve the work on providing social and pedagogical support.