The study focuses on analyzing the social climate of the classroom in the context of inclusive education for pupils with different mother tongues (OMJ). The primary aim of the research was to identify and classify, through a systematic literature review, available diagnostic tools aimed at assessing social relationships and interactions in the school environment, and to evaluate their applicability in linguistically heterogeneous classrooms. The research strategy involved a qualitative content analysis of questionnaire instruments used in Slovak education, primarily intended for primary school pupils in the first stage of primary school. The selection criteria were their methodological adequacy, degree of standardization and potential to capture children's subjective perception of the social climate, including those with OMJ. Emphasis was also placed on the extent to which individual tools capture peer dynamics, feelings of acceptance, or social exclusion. The identified tools were subsequently classified according to the type of scale, target group, and mode of administration, which allowed for a systematic overview of their application in educational diagnostics. Based on content analysis, thematic categories representing the basic dimensions of social climate were created, along with subcategories that reflect specific aspects of pupils' perceptions of the classroom environment from a linguistically diverse background. The results of the analysis indicate the dominance of instruments primarily designed for a homogeneous population of native Slovak speakers. The findings also indicate a need for the development or adaptation of tools that are sensitive to cultural-linguistic diversity and support inclusive pedagogical approaches in the formation of a safe and cohesive classroom environment.

Keywords: Child with a different mother tongue, classroom social climate, inclusion, survey study, diagnostic tools.