Integration of pedagogical and psychometric approaches to assessing the social adaptation of schoolchildren

School-based assessment of social adaptation often relies on either student self-reports or teacher judgements, whereas the integration of these sources remains methodologically underdeveloped, especially in bilingual settings. This study examined whether an integrated pedagogical and psychometric framework can support the assessment of Grade 5 students’ social adaptation in Kazakh- and Russian-medium schools. A multisite cross-sectional design was used with 458 Grade 5 students from five school