Adaptation problems and solutions of Syrian refugee students in secondary education in Gaziantep

This study aims to examine the social adaptation processes of Syrian students receiving secondary education in Gaziantep. The study also aims to identify the main problems encountered in this process and to evaluate the impact of folklore on this process. The research is a quantitative analysis based on a descriptive survey model. In this research, 118 Syrian students and 31 teachers studying in Gaziantep formed the participant groups. A questionnaire was used to collect data, and the obtained data were analyzed using the SPSS program. The research findings reveal that the social adaptation processes of Syrian students are not limited solely to individual efforts. Students' experiences within the school, their friendships, participation in folklore activities, and teacher attitudes constitute the fundamental determinants of the adaptation process. In particular, the inclusive and supportive attitude of teachers ensures that students feel safe, actively participate in lessons, and strengthen their sense of belonging in the classroom environment. The encouraging methods of the educators positively affect the students' level of adaptation. In conclusion, social adaptation is shaped by the interaction of interconnected multidimensional factors such as language proficiency, cultural interaction, teacher guidance, and family support, and stands out as a dynamic process that directly affects students' academic and social success. In this context, adopting holistic and inclusive approaches in the educational environment is of great importance in strengthening students' social adaptation, reinforcing their sense of belonging, and enriching their educational experiences. Keywords: Migration, Adaptation, Folklore, Children's Folklore, Gaziantep, Syrian Students