Abstract
Social adaptation of schoolchildren is the result of successful integration into the educational environment and personal development. Numerous studies have been dedicated to examining the social adaptation of students. Nevertheless, the evaluation of schoolchildren's social adaptation within our country remains insufficiently explored. This article systematizes tools for measuring social adaptation, its structural components, and the pedagogical interpretation of assessment results. The systematic review was carried out using the PRISMA method. Articles from the Scopus, Web of Science, ERIC, and Google Scholar databases for the period 2015-2025 were reviewed. Fifteen empirical studies were selected for qualitative synthesis based on established selection criteria. The results of the systematic review showed that the assessment of social adaptation of students is mainly based on questionnaires. The structure of measuring social adaptation is different. In general, interpersonal, behavioral, and cognitive components are often found. However, in many studies, assessment serves a diagnostic function, and its application for supporting and fostering social adaptation is limited. Qualitative synthesis identified a need to develop an assessment model and associated tools designed to continuously promote the social adaptation of schoolchildren.