International migration in Russia is accompanied by an increase in the number of families with children, adolescents, and young people studying in Russian educational institutions. The article substantiates that enclave segregation, unfavorable housing conditions, low educational and educational potential of the family and the immediate social environment, language barriers and cultural restrictions form a stable socio-psychological deprivation that makes it difficult for foreign students to adapt and integrate into the educational environment. The factors of the negative impact of migrant enclaves on the adaptation and integration of non-cultural schoolchildren and students are revealed: social segregation, ethno-cultural isolation, intercultural communication barriers. The main risks of deprivation of educational subjects living in migrant enclaves are identified: axiological, communicative, socio-psychological, cognitive, and institutional. In accordance with the adaptation model of D. Berry, undesirable adaptation strategies of educational subjects from families of non-cultural migrants are substantiated – assimilation, separation, and marginalization. It is proved that the most successful model of adaptation of a foreign cultural learner in an educational environment is integration into the society of the host society and the formation of a positive experience of intercultural communication.
foreign cultural migrants, foreign students, schoolchildren and students from migrant families, migrant enclaves, socio-psychological deprivation, educational environment, socio-cultural adaptation, language adaptation, educational adaptation and integration, intercultural communication