Abstract:

he article reviews the barriers that adopted children face in schooling. These barriers are considered from the standpoint of the biopsychosociospiritual concept. On a biological level children face the effects of adverse experiences during their mother's pregnancy and their early life. Lack of close relationship and orphanage negatively affect the health of adopted children. On the psychological level they usually have delays comparable to the time or more spent in an orphanage. Usually they have crucial delay at emotional level because of early child trauma, deprivation, different kinds of abuse. That is why when they start to live with adoptive parents they need time to recover confidence.  Obviously, the main problem complicating the learning process is a sharp discrepancy between emotional and biological age. Since children did not have a reliable support and had experience of loss and then did not have a reliable support for an adult, they most often did not have the experience of accepting, expressing emotions, and when a child gets into a family, he needs to live those ages in which there was a trauma, and if they are not lived through, the child has no strength for further development and he remains at the emotional level of trauma or becomes emotionally closed. At the social level adopted children often do not have the necessary skills and understanding of the boundaries of social interaction. On a spiritual (mental) level it is necessary to live in a family for several years in order to recognize its ideology. Thus, children who come into the family at a late preschool or early school age suffer the most. The paper discusses in detail the listed barriers and ways to overcome them.

Keywords:

School barriers, adopted children, schooling.