Adjustment disorder in the classroom is a disorder in the adaptation of a school-age child to the conditions of an educational institution, in which learning abilities decrease and relations with teachers and classmates deteriorate. Most often, it occurs in young schoolchildren, but it can also occur in children in high school.
Adjustment disorder in the classroom is a violation of the student’s adaptation to external requirements, and also a disorder of the general psychological adaptability in relation to certain pathological factors. Thus, Adjustment disorder in the classroom turns out to be a vital medical problem.
In this sense, Adjustment disorder in the classroom performs the role of parents, teachers, and clinicians, as a “disease/health disorder or impairment of development or behaviour”. In this context, the attitude to the phenomenon of school adaptation, to something unhealthy, is expressed, indicating pathologies of development and health.
The negative result of this relationship is evidence of mandatory testing before the child’s entry into school or assessment of the student’s degree of development, in connection with his transition from one level of education to another, when it requires the results of the absence of deviations in the ability to learn according to the program offered by teachers and the school chosen by parents.
Reasons for Adjustment disorder in the classroom
There are many factors that cause maladaptation in school. In the following, we will look at the reasons why students do not get along in schools, among them:
- insufficient level of preparation of the child for school conditions; lack of knowledge and insufficient development of motor skills, as a result of which the child is slower than others in coping with tasks;
- insufficient control of behavior – it is difficult for the child to sit a full lesson, in silence and not get up from his place;
- inability to adapt to the pace of the program;
- the socio-psychological aspect – the failure of personal contacts with faculty and with colleagues;
- Low level of functional capacity development of cognitive processes.
Types of Adjustment disorder in the classroom
Before describing the types of Adjustment disorder in the classroom, it is necessary to highlight its criteria:
- Poor academic performance in programs that meet the student’s age and abilities, along with signs such as repetition, chronic poor performance, lack of general knowledge and lack of necessary skills.
- Disturbance of personal emotional attitudes towards the learning process, teachers and life opportunities associated with learning.
- uncorrectable behavioral disorders (anti-disciplinary behavior with demonstrative opposition to other students, neglect of the rules and obligations of life at school, manifestations of sabotage).
- pathogenic maladaptation, which is a consequence of a violation of the nervous system, sensory analyzers, brain pathologies and manifestations of various fears.
- psychosocial maladaptation, representing the characteristics of an individual by gender and age, which makes him unusual and in need of a special approach at school;
- social maladaptation (undermining order, moral and legal norms, social behavior and distorting internal regulations and social attitudes as well).
Preventing school disruption
The first step in preventing school adaptation is to determine the child’s psychological readiness for the transition to a new, unusual situation. However, psychological readiness is one of the components of the comprehensive preparation of the child for school.
t the same time, the level of existing knowledge and skills is determined, their potential abilities are studied, the level of development of thinking, attention, memory, and, if necessary, psychological correction is used.
Parents should be attentive to their children and understand that during the adjustment period the student especially needs the support of loved ones and a willingness to experience emotional difficulties, anxiety and feelings together.
The main method of combating Adjustment disorder in the classroom is psychological assistance. At the same time, it is very important that close people, especially parents, pay due attention to long-term work with a psychologist.
In the event that there is a negative influence of the family on the student, it is worth correcting such manifestations of rejection. Parents should remember and remind that any failure of a child in school does not mean the downfall of his life.
Accordingly, he should not be blamed for every bad assessment, it is better to have a careful conversation about the possible reasons for the failure. Thanks to the maintenance of friendly relations between the child and parents, it is possible to achieve a more successful overcoming of life’s difficulties.
Perhaps in another school, the student will be able to take an interest in studying and make new friends.