BECE. Newsletter 

Vol.6, No.1, 2020 801 

 

 

 

 

The Effect of Teachers’ Support on School Adaptation 

of Chinese Migrant Children 

By Yang, K.C., Jia, A.B., Guo, X. 

 

Correspondence to: Yang, K.C. Email: yangkuichen2007@163.com 

SING data from China Education Panel Survey (2014-2015), the cur-

rent study focused on the role and the internal mechanisms of teachers’ 

support on school adaptation of Chinese migrant children. The research car-

ried out data analysis by building relationship models among three dimen-

sions of teacher support (academic support, emotional support, and relation-

ship support), self-education expectations of migrant children, mental health 

status, and school adaptation. The research findings are as follows: 

 The school adaptation level of migrant children was significantly 

lower than that of the urban local children. 

 Teachers’ support and its three sub-dimensions had positive effects 

on self-educational expectations, mental health and school adapta-

tion. 

 Self-educational expectations and mental health played an interme-

diate role between teachers’ support and school adaptation of mi-

grant children. 

 The three dimensions of teachers’ support had different influence 

mechanisms on school adaptation of migrant children; teachers’ ac-

ademic support influenced school adaptation through self-edu-

cational expectations, teachers’ emotional support influenced school 

adaptation through mental health, and teachers’ relationship support 

influenced school adaptation through self-educational expectations 

and mental health. 

Therefore, in the design of the migrant children’s social integration poli-

cies, we should pay more attention to the problem occurs when facing school 

adaptation, fully play the protective role of teachers’ support for children’s 

school adaptation, establish and improve the mental health service system for 

the mobile children, and as a result, improve the external social and ecologi-

cal environment for the living and learning of the migrant children with the 

intervention of comprehensive social integration policies. 
 

Source: Education & Economy, 2020; 36(1):77-86. 

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