Yudina T.N. Adaptation of migrant children in evaluations of parental community: socio-culturel barriers and a need for support. Social integration and development of ethnic cultures in the Eurasian space. 2025. Vol. 1. No. 14. Pp. 433-445.

Abstract

The relevance of the study is due to the growing number of migrant children in Russian schools and insufficient knowledge of their adaptation difficulties. With stricter migration legislation (for example, a ban on enrolling children without knowledge of the Russian language from 2025) and an increase in illegal migration, understanding the barriers to adaptation of this group is becoming critically important for shaping effective government policy. The problem is particularly important in the Moscow metropolis, where about 40% of all migrants in the country are concentrated. The purpose of the study is to identify the key barriers and expectations of migrant parents in the process of their children's adaptation to the Russian educational environment, as well as to determine the role of family and institutional factors in this process. The study is based on a questionnaire survey of migrants from Kyrgyzstan, Uzbekistan, and Tajikistan who live in Moscow and the Moscow Region and have children aged 14-18 who live with their parents and enroll in educational institutions in the region. The methods of face-to-face interviewing and online questionnaires were used. The sample was formed by the targeted selection method. data analysis included descriptive statistics and cross-tabulation. The study revealed that the majority of migrant parents have been living in Russia for a long time, which indicates the formation of a stable diaspora. At the same time, their educational level varies from secondary specialized to higher education, and employment is concentrated mainly in low-skilled sectors of the economy. Parents identified three key barriers to children's adaptation: difficulties in communicating with peers, language difficulties, and problems with mastering the school curriculum. At the same time, the family is considered by the respondents as the main factor of successful adaptation, while the role of educational institutions is estimated significantly lower. The parents named assistance in understanding Russian cultural norms, learning the Russian language, and assistance in school admission as priority areas of support. At the same time, some respondents believe that their children do not need additional help, which may indicate an underestimation of existing problems. The data obtained demonstrate the need for an integrated approach to the adaptation of migrant children, combining language training, cultural mediation and the involvement of families in interaction with schools. The results of the study can be used to improve regional and federal migrant integration programs.