School adjustment and bullying of Chinese left-behind children: Mediating role of social support

• Dafei Feng

  School of Educational Science, Ludong University, and Institute for Education and Treatment of Problematic Youth, Ludong University, and School of Education, Weihai Vocational College

• Xianglan Zhang

  School of Educational Science, Ludong University, and Institute for Education and Treatment of Problematic Youth, Ludong University

• Wen Cao

  School of Marxism, Chongqing University of Science & Technology

Bullying has become a social concern in schools in China, and school adjustment is an important factor affecting bullying. We explored the mediating role of social support in the relationship between school adjustment and bullying among 600 left-behind children in junior middle schools in Shandong Province, China. The students completed the School Adjustment Scale, the Multidimensional Scale of Perceived Social Support, and the Junior High School Bullying Questionnaire. Results showed significant differences in school adjustment, social support, and bullying between the children of families where only one parent had migrated to the city for work, and children of families where both parents had done so. School adjustment, social support, and bullying were significantly correlated among the left-behind children. Social support played a mediating role in the relationship between the school adjustment and bullying of these children. The results provide references for school teachers and family members to reduce bullying of left-behind children.

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