Features of Psychological and Pedagogical Support Required for Adaptation Process of Both Children Who are Foreign Citizens and Whose Native Language is not Russian in a General Educational Organization

Aim. To study the specifics of psychological and pedagogical support for the adaptation of children who are foreign citizens and children whose native language is not Russian in an educational institution.
Methodology. The characteristics of the main groups formed by children who are foreign citizens based on their region of origin, as well as factors influencing their successful adaptation to mainstream education are the main interest of the study. The data source includes analytical reports from mainstream education institutions on the implementation of a set of measures for the socialization and psychological adaptation of minor foreign nationals enrolled in preschool, primary, basic, and secondary general education, secondary vocational, and higher education programs in the Moscow Region through 2025. Data from the regional electronic monitoring system for the state and development of the Moscow Region education system was also included.
Results. It is concluded that the adaptation of a child whose native language is not Russian in a general education institution is a complex result of the interaction of educational stakeholders, where the family as the primary social institution, largely determines the success of this process.
Research implications. The theoretical and practical significance of this study is determined by the need to consider the specific characteristics of each individual category of children who are foreign citizens and children whose native language is not Russian when organizing psychological and pedagogical support for this category of students.

1. Nozhichkina, L. V. (2009). Social, Psychological, and Pedagogical Support for Mutual Adaptation of Migrants, Refugees, Internally Displaced Persons, and the Host Population in a Multicultural Educational Environment. In: Bulletin of the Institute of Engineering Physics, 1 (11), 78–82 (in Russ.).

2. Shulga, T. I., Bayborodova, E. Yu. & Kramarenko, N. S. (2024). Psychological Characteristics of Schoolchildren’s Interaction in a Multicultural Educational Environment: Psychological Aspects. Moscow: Federal State Pedagogical University publ., CD-ROM (in Russ.).

3. Soldatova, G. U. (2016). Practical Psychology of Forced Migration: A Sociocultural Approach and Adaptation Problems. In: Kulesh, E. V., ed. Russia in the World Community: Semantic Space of Dialogue of Cultures: Proceedings of the International Forum “Eastern Vector of Migration Processes: Dialogue with Russian Culture” (Khabarovsk, November 16–17, 2016). Khabarovsk, Pacific National University publ., pp. 481–487 (in Russ.).

4. Pismennaya, E. E., Ryazantsev, S. V. & Khramova, M. N. (2023). Migration Processes in ASEAN Countries and Their Impact on the Russian Federation. In: ASEAN on the Path to Integration: Achievements, Challenges, Dilemmas. Moscow: Aspect publ., pp. 477–511 (in Russ.).

5. Stefanenko, T. G. (2024). Components of Ethnic Identity: Cognitive, Affective, and Behavioral. In: World of Psychology, 3 (39), 38–43 (in Russ.).

6. Roganova, A. E. & Konstantinov, V. V. (2024). Dynamics of the Attitude of Representatives of the Host Population to Refugees and Forced Displacements. In: Human Capital, 8 (188), 146–154. DOI: 10.25629/HC.2024.08.15 (in Russ.).

7. Gritsenko, V. V. (2002). Social and Psychological Adaptation of Migrants in Russia. Moscow, Institute of Psychology of the RAS publ. (in Russ.).

8. Lebedeva, N. M. (2024). Identity, Migration, and Intercultural Relations in the Post-Soviet Space. In: RUDN Journal of Psychology and Pedagogics, 21, 2, 353–359. DOI: 10.22363/2313-1683-2024-21-2-353-359 (in Russ.).

9. Kopovoy, A. S., Mazalova, M. A. & Shtykh, I. V. (2007). Adaptation of Migrant Children in Comprehensive School. Penza: Perm State Pedagogical University named after V. G. Belinsky publ. (in Russ.).

10. Bayanova, A. R., Chistyakov, A. A., Timofeeva, M. O., Nasonkin, V. V., Shulga, T. I. & Vasyukov, V. F. (2022). Psychometric Properties of the Smartphone Addiction Questionnaire (SPAQ) in the Russian Context. In: Modern Educational Technologies, 14, 1. URL: https://www.cedtech.net (accessed: 10.10.2025).

11. Kopovoy, A. S., Davydov, D. A. & Kopovaya, O. V. (2024). Specifics of Adaptation of Migrant Children and Children with Russian as a Second Language in Educational Organizations of the Moscow Region. In: Innovative Projects and Programs in Education, 4 (94), 49–53 (in Russ.).

12. Gukalenko, O. V. & Levitskaya, I. B. (2005). The Problem of Adaptation of Migrant Children and Their Families in a Multicultural Society. In: Theory, Practice, and Prospects of Education, Multicultural Upbringing, Career, and Integration of Refugees, Migrants, and Their Children in the Modern World. Rostov-on-Don: Russian State Pedagogical University publ. (in Russ.).

13. Smirnov, V. M. (2016). The Main Approaches to the Problem of Migration Security. In: Social and Psychological Adaptation of Migrants in the Modern World: Proceedings of the III International Scientific and Practical Conference (Penza, March 11–12, 2016). Penza: Penza State University publ., pp. 212–215 (in Russ.).