The problem of maladjustment of adolescents in comprehensive schools

Abstract

The problem of school maladjustment is a classic issue in educational psychology, as it can lead to poor academic performance, frequent conflicts, and a deterioration in the student's psychological well-being.
Due to rapid social change, information overload, rising divorce rates, and the fast pace of life for both parents and adolescents, cases of adolescent maladjustment in schools have become more frequent. However, given the importance of adolescence, a period during which personality and the foundations of social behavior are formed, it is imperative to promptly identify and address this problem.
School maladjustment is a "systemic development that influences a child's development at the cognitive, regulatory, and communicative levels." Successful school adaptation has a significant impact on the emotional and overall psychological well-being of children.
Maladjustment is largely interdisciplinary in nature – it is studied in pedagogy, personality psychology, social and educational psychology, and psychophysiology. Its prevention facilitates the identification and resolution of problems, which contributes to a favorable educational environment, improved academic performance, and the harmonious development of adolescents.
Many schools focus exclusively on students' academic performance, neglecting other aspects of their personal development, including adaptation to school.
The purpose of this article is to examine the problem of adolescent maladjustment in a comprehensive school. The following methods were used in the study: M. Gavlinova's method for assessing social adaptation and autonomic lability, R.V. Ovcharova's test for determining self-esteem in adolescents, and statistical data processing methods.