School disadaptation is a violation of the adaptation of the child to school conditions, in which there is a decrease in the ability to learn, as well as an adequate relationship of the child with teachers, the team, the training program and other components of the school process. As a rule, most often maladjustment develops among schoolchildren of lower grades, but it can also appear in older children.
Causes of school disadaptation
Factors that adversely affect the school adaptation of the child can be of a different nature:
- insufficient preparation of the child for school: lack of knowledge or underdevelopment of psychomotor skills, as a result of which the child is slower than others coping with the task;
- insufficient control of one's own behavior - it is difficult for a child to sit out a whole lesson, silently, without shouting from a place;
- inability to the pace of school education - low level of functional abilities of cognitive processes;
- socio-psychological aspects - the inconsistency of personal contacts with peers, a pedagogical team.
Types of school disadaptation, which lead to school problems:
- pathogenic maladaptation is a consequence of disorders in the work of the nervous system, analyzers, brain disease, and manifestations of various phobias;
- psychosocial disadaptation is the result of the child's age and individual psychological characteristics, which determine its non-standard character and require a special approach in the conditions of the school establishment;
- social disadaptation is associated with violations of the norms of morality and law, asocial norms of behavior, deformation of the system of internal regulation and social attitudes.
Prevention of school disadaptation
The main goal of preventing school disadaptation is to determine the child's psychological readiness for schooling . However, this is only one aspect of comprehensive preparation for the school. In addition, the level of the child's abilities and knowledge, its potential capabilities, develops thinking, memory, attention, and, if necessary, psychological correction is applied. Parents should understand that during the period of adaptation to the school the child is particularly in need of parental support, as well as in the readiness to experience emotional difficulties, experiences and worries together.