Modern Pediatrics. Ukraine. (2026).2(154): 95-104. doi: 10.15574/SP.2026.2(154).95104
Marushko Yu. V., Rudenko S. A., Kyrychuk V. O.
Bogomolets National Medical University, Kyiv, Ukraine

For citation: Marushko YuV, Rudenko SA, Kyrychuk VO. (2026). The interrelation of the influence of social and physical adaptation factors on the formation of school-aged children's health. Modern Pediatrics. Ukraine. 2(154): 95-104. doi: 10.15574/SP.2026.2(154).95104.
Article received: Nov 23, 2025. Accepted for publication: Mar 16, 2026.

The health of school-aged children is shaped at the intersection of social adaptation (SA) and physical adaptation (PA); disruptions in these processes increase the risk of functional disorders and chronic conditions. Understanding the characteristics and interrelationships of SA and PA provides the basis for targeted preventive measures in the educational environment.
Aim – to determine the interdependent effects of physical adaptation and social adaptation factors on the health of school-aged children, and to provide recommendations for preventing maladaptation and strengthening children’s physical and social well-being.
Materials and methods. A comparative observational study was conducted in two educational institutions (n=1,112; ages 7-17; study group – 527, comparison group – 585). Morbidity was assessed using systematic observations from 2013-2023 and primary medical records from 2015-2023; physical adaptation was evaluated using the Index of Functional Changes (four categories), and social adaptation was assessed using coordinate sociogram analysis. Statistical analysis included descriptive statistics, χ² test, odds ratios with 95% confidence intervals, correlation analysis, logistic regression, and multinomial regression (p<0.05).
Results. We found a heterogeneous association between social and physical adaptation: the lowest proportion of PA breakdown was observed among isolated students, whereas the highest was observed among rejected students; in bivariate analysis, the risk of breakdown among active students was higher than among isolated students. In multivariable models, the strength of associations partly changed, indicating multifactorial and possibly nonlinear relationships. The descriptive PA profile was satisfactory 8.0%, strained 44.4%, unsatisfactory 30.6%, and breakdown 17.1%.
Conclusions. The data support the notion of a nonlinear relationship between social and physical adaptation: high social or physical loads without adequate recovery may be associated with an increased risk of PA breakdown. Preventive efforts should prioritize whole-school approaches that balance academic, social, and physical loads with recovery resources and support self-esteem.
The study was conducted in accordance with the principles of the Declaration of Helsinki. The study protocol was approved by the local ethics committee of the institution mentioned in the work.
The authors declare no conflict of interest.
Keywords: social adaptation, physical adaptation, schoolchildren, psychosomatic risks, stress, self-esteem, prevention.

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