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Migrant Child Social Skills Assessment3

Migrant Child Social Skills Assessment Test

Completed in about 3 minutes, the Migrant Child Social Skills Assessment Test contains 15 questions about a child’s communication with teachers, classmates, and school expectations. Results can clarify the child’s social functioning at school and highlight areas that may benefit from further encouragement or support.

Questions: 153 minutes

Migrant Child Social Skills Assessment: sample question card

October 2, 2025October 2, 2025Material has been updatedOctober 2, 2025Material has been published

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1,446 completions

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Daniel Hall Psychologist · Test reviewer

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Scale Explorer

How the Scales are Structured

Interaction With Adults at SchoolIWAaS

Assesses how effectively a migrant child initiates and maintains constructive communication and trust with teachers and other adults at school.

example score5/9

5/9Developingexample score

0 – 3Needs support

4 – 6Developing

7 – 9Strong

A score of 5 suggests developing skills in interacting with adults at school, with generally adequate contact but some situations where additional guidance may help.

Peer InteractionPI

Measures how effectively a migrant child communicates, cooperates, and builds relationships with peers in the school group.

example score7/18

7/18Developingexample score

0 – 6Needs support

7 – 12Developing

13 – 18Strong

A score of 7 falls in the Developing range, suggesting the child shows emerging peer interaction skills with some situations that may still be challenging.

Behavior in the Classroom SettingBitCS

Assesses how well the child follows classroom rules and adapts their behavior to the learning environment.

example score13/18

13/18Well-adaptedexample score

0 – 6Needs support

7 – 12Developing

13 – 18Well-adapted

A score of 13 falls in the "Well-adapted" range, suggesting the child generally manages classroom expectations and routines effectively.

just completed the test

DATA-BASED USER COHORTS

Who Usually Takes This Test?

Homeroom Teachers

46%OF USERS

Classroom teachers use it to quickly gauge how a migrant child communicates, joins group work, and manages conflicts at school.

School Psychologists

33%OF USERS

School mental health staff use it for screening and tracking social adaptation needs to plan targeted support.

After-School Educators

21%OF USERS

Club leaders and educators who regularly observe the child use it to monitor social involvement and peer interaction outside lessons.

BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.

Benchmarking

See How You Compare

Once you complete the test, your results are compared with real-world data from people in your country.
Below is a preview of how scores are typically distributed across each scale.

Shaded area — where most people score

Dot — the average

You — your score lands on each curve after the test— your score, after the test

Interacting with Adults at SchoolIwAaS

You?

Average6.7

Typical rangeTypical5.2 – 8.2

Possible0 – 9

Interaction with PeersIwP

You?

Average7.1

Typical rangeTypical4.3 – 10

Possible0 – 18

Behavior in a Learning SituationBiaLS

You?

Average8.6

Typical rangeTypical5.3 – 11.9

Possible0 – 18

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SAMPLE QUESTIONS

Example Questions From the Test

- Almost never
- Often
- Sometimes
- Almost always
- Almost never
- Often
- Sometimes
- Almost always
- Almost never
- Often
- Sometimes
- Almost always

These are 3 of the 15 real questions — the rest appear in the test. No sign-up needed to start.

WHAT THE TEST MEASURES

Migrant Child Social Skills Assessment Test - Description and methodology of the test

ethnopsychology

migrants

sociocultural adaptation

Adults supporting a child who is adjusting to a new school environment can use this structured questionnaire to review social skills in school, including communication, participation, and classroom conduct. It is designed for observations gathered across ordinary school situations, not for judging a single difficult day. The Migrant Child Social Skills Assessment Test organizes those observations into practical areas that can guide discussion between families and educators.

What This Assessment Explores

The questionnaire examines recurring social and behavioral demands in school. It suits an adult who knows the child’s everyday behavior, such as a parent, teacher, or support professional. The result distinguishes adult communication, peer relationships, and classroom adjustment.

The three result scales are:

Interaction With Adults at School (0-9) measures the child’s ability to initiate and maintain constructive relationships with teachers and other school adults, including communication and trust; Needs support is 0-3, Developing 4-6, and Strong 7-9.
Peer Interaction (0-18) measures social integration, cooperation, conversation, and relationship-building; Needs support is 0-6, Developing 7-12, and Strong 13-18.
Behavior in the Classroom Setting (0-18) measures adaptation, rule-following, and independence; Needs support is 0-6, Developing 7-12, and Well-adapted 13-18.

This assessment of migrant child social skills can show which area may deserve closer support.

Methodology and Evidence Base

Each item asks how often the child displays a behavior, using four frequency choices from almost never or hardly ever to almost always, with intermediate options sometimes and often. The content covers adult communication, rule-following, independent work, homework, cooperation, conversation, group participation, help-seeking, respectful refusal, and non-aggressive anger expression.

After the frequency responses are recorded, the questionnaire reports a migrant child social skills profile for each domain against its displayed range and band. These labels are the questionnaire’s displayed support categories. No standardization or population norming is established for this online scoring system.

The school social-skills content is conceptually consistent with Sargent’s 1991 framework for systematic instruction in school and community, but this online questionnaire is not presented as an adaptation of that work. Khukhlaev, Chibisova, and Tkachenko’s 2022 framework is likewise conceptually relevant to this questionnaire’s attention to school social functioning, well-being, and cultural adaptation; the questionnaire’s focus remains observable school behavior rather than acculturation itself. Observer perspective, current context, language, cultural expectations, and limited observations can shift ratings, so results identify discussion topics rather than establish a diagnosis.

Author: Frank M. Gresham, Stephen N. Elliott

Literature:

Sargent, Laurence R. Social Skills for School and Community: Systematic Instruction for Children and Youth with Cognitive Delays. Reston, VA: Council for Exceptional Children, Division on Mental Retardation, 1991.
Khukhlaev, O. E., Chibisova, M. Yu., and Tkachenko, N. V. Program for Assessing the Special Educational Needs of Foreign Citizen Children in the Areas of Psychological Well-Being, Social Skills, and Cultural Adaptation. Moscow: Moscow State University of Psychology and Education, 2022.
Berry, John W. Immigration, Acculturation, and Adaptation. Applied Psychology: An International Review 46, no. 1 (1997): 5-34. 10.1111/j.1464-0597.1997.tb01087.x