Psychological correction of school deadaptation of pupils at the transition to the middle level

The article is devoted to the study of the effectiveness of methods of psychological correction of school deadaptation of fifth graders during the transition from junior to middle level. The problem of school deadaptation in the Russian pedagogical and psychological literature is revealed. The features of deadaptation in primary school age during the transition to the secondary level of education, the features of the correction of school deadaptation of pupils are revealed. Particular attention is paid to the study of manifestations in individual components of school deadaptation: cognitive, emotional-evaluative, behavioral, and personal. A package of psychological diagnostic techniques has been developed. The description of the study of maladjustment of primary schoolchildren during the transition to the secondary level of education is given. The content of the program of psychological correction of school deadaptation during the transition from junior to secondary level, including recommendations for teachers and parents, is disclosed. The results of diagnostics are presented. Analysis of the effectiveness of the program showed that the program allows achieving positive changes in the emotional-evaluative, behavioral and personal components of school deadaptation of fifth graders. At the same time, school adaptability increases.