School adaptation based on the results of the assessment of emotional-behavioral reactions of first-graders during the academic year

Introduction. The success of the children's further social activity largely depends on their well-being during adaptation period when starting school.

Aim. To analyse the emotional and behavioural reactions of first-graders during the school year to optimize activities aimed at reducing maladaptive behaviours in school-aged children.

Materials and methods. The first-graders from 10 comprehensive schools located in different districts of Krasnoyarsk were examined. A survey of 32 class masters was conducted to assess the emotional and behavioural reactions of 775 first-graders at the end of each academic term using a special scale that included nine items (mood, social contacts, cognitive activity, discipline, reactions of aggression and anger, fear, play activity, motor activity during recess, general state of health). Associative non-verbal testing of children was performed to assess emotional attitudes. A survey of parents of 643 first-graders was aimed to detect signs of neurotic disorders in the form of sleep disturbance, loss of appetite, headache, abdominal pain, remarkable motor disinhibition, repetitive obsessive movements, decreased attention, fears, tearfulness, petulance, striving for disobedience, rudeness.

Results. The features of the psycho-emotional state of schoolchildren were established, and the key manifestations of unfavourable emotional and behavioural reactions were identified. The negative perception of the key elements of school life at the end of the school year, observed in relation to teachers accounted for 11.3% (95% CI 7.7–14.9), in relation to classmates – 11.6% (95% CI 8.0–15.2), in relation to school as a whole – 9.9% (95% CI 6.5–13.1). Also worth noting was that detection and signs of neurotic disorders were recorded in 51.5% (95% CI 47.5–55.5) of children upon admission to school. In addition, during the school year, especially in the first academic term, aggravation in condition with increased number of astheno-neurotic complaints was noted in 27.5% of first-graders, whereas overlay of new complaints on top of the existing ones was identified in 16.6% of children. Moreover, the significant prevalence rates for neurotic symptoms were found in boys as compared to girls.

Conclusions. The presented data claim attention of pediatricians, psychologists, teachers and parents as they point toward much needed early detection, timely correction and preventive measures directed at preventing conflicts and building constructive school relationships.

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