Social support and school adjustment among children and adolescents: a systematic review

School adjustment is a crucial factor influencing the mental health of children and adolescents, and understanding it can help improve their well-being. Children and adolescents who receive more social support can effectively enhance their school adjustment. However, there are currently no systematic reviews on social support and school adjustment. Therefore, this study systematically reviewed all studies investigating the association between social support and school adjustment in children and adolescents. According to the PRISMA guidelines, articles published in academic databases (WOS, Scopus, EBSCO) were searched, and a total of 1,120 documents were initially obtained. This study focused on children and adolescents aged 6–17 years, with school adjustment as the outcome variable and social support as the predictor. 10 articles were extracted and included in this review study, and the articles were analysed comprehensively. The report contains nine articles that used structural equation modelling (SEM) for data analysis, most focused on older children, and one article that used parent and teacher ratings. Research has shown that children and adolescents need to feel higher levels of social support to facilitate their adjustment to school, and that support from parents, teachers and peers is positively associated with school adjustment. Although the studies were conducted in different countries and the significance of support from parents, teachers, and peers varied, they still demonstrated that children's and adolescents' school adjustment is influenced by the social support they perceive. This review provides insights for guiding the improvement of children's and adolescents' future mental health development, enabling children to feel more social support and thereby enhancing their ability to adapt to school.

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