During the last decade Europe experiences intensive political, economical, social changes, which were induced by the development of the European Union, globalization processes. Most European countries outlive the economical crisis, the one of outcomes of which is great emigration in East Europe countries. The topic of migration is analysed in different contexts of European education researches: the necessity to resound different cultures at different education levels is revealed (Eurydice 2009, Hannah, 2008; Majhanovich, 2008), economical outcomes of migration for education are analysed, national education cultures are compared (Waterkamp, 2006) and so on. The topic of re-emigration is more relevant in national education researches. Lithuania has been the member of the European Union for eight years. In this country the problems of emigration and re-emigration are especially relevant.

In 1990–2011 almost 700 thousand of the population emigrated only from Lithuania. However, another phenomenon is observed as well: in 2011 to Lithuania 14 thousand citizens of the Republic of Lithuania returned, in 2010 – 4.2 thousand. Thus the number of returning people increases. Those who returned search for a living place, work and learning possibilities for their children. Since 2007 around 500 children return to Lithuanian schools annually. In 2011 the first school oriented to the education of Lithuanian origin children, who returned from abroad, was established.

Facing children's learning difficulties for families moving from one country to another is almost inevitable. Most learning problems children encounter are caused by imbalanced means of teaching. Cultural shock and the cultural shock of the return are also important factors, resulting in negative experiences of the returnee children which are displayed in negative responses like anxiety, fear, longing for the foreign country, desire to return, critical perceptions of their own school, and difficulties in communication. Having entered the new environment children lose balance with it, and their adaptation at school may be complicated by the learning process, or negative teacher student relationship, or badly shaped relationship between the child and the class. It is of great importance that the school office, teachers, and parents of students address problems concerning students' lingual skills, social environment, didactics and curriculum.

Research questions.In this context the following questions emerge: What social and educational problems do children from the families that returned from abroad face at a comprehensive school? What ways of problem solution are applied in order to facilitate social adaptation of children from the families of emigrants returned at a comprehensive school?

Research objectives: to reveal the problems emerging in social adaptation process of children from the families of emigrants returned and possibilities to solve these problems by providing social and educational assistance at a comprehensive school.

  To reveal the aspects of social adaptation process at school in children from the returnee families, highlighting the problems and means of social and educational assistance.

1. Hannah J. (2008). The Role of Education and Training in the Empowerment and Inclusion of Migrants and Refugees.// In: Zajda J., Davies L., Majhanovich S. (2008). Comparative and Global Pedagogie. Equity, Access and Democracyin Education. Springer. p.p. 3-15. 2. Majhanovich S. (2008). Globalization, Education Reforms and Immigrant Students in Canada. .// In: Zajda J., Davies L., Majhanovich S. (2008). Comparative and Global Pedagogie. Equity, Access and Democracyin Education. Springer. p.p.125-143. 3. Integrating Immigrant Children into Schools in Europe: Measures (2009). Eurydice network published by the Education, Audiovisual and Culture Executive Agency. http://www.eurydice.org 4. Ruškus J., Kuzmickaitė D.K. (2008) Į Lietuvą grįžusių vaikų ugdymo ypatumai: „Šėltinio“ mokyklos atvejis: Emigracija ir šeima: vaikų ugdymo problemos ir iššūkiai: Straipsnis, p.261- 280. Versus Aureus: Vilnius. 5. Sipavičienė A., Gaidys V., Dobrynina M. (2009). Grįžtamoji migracija: Teorinės įžvalgos ir situacija Lietuvoje. Mokslo studija, Vilnius. 6. Statistikos departamentas prie LRV, Tarptautinė migracija. http://www.stat.gov.lt/lt/news/view 7. Waterkamp D. (2006) Vergleichende Erziehungswissenschaft. Waxmann, Muenster.