Perceived teacher support moderate the relationships between adverse childhood experiences and social adjustment among migrant children: a latent profile analysis.

Abstract

Background: Adverse childhood experiences (ACEs) correlate with social adjustment. Notwithstanding the rising incidence of ACEs within migrant populations, there is a shortage of studies investigating ACEs patterns and the associated risk for social adjustment in migrant children.

Objective: The research seeks to examine the correlation between ACEs and social adjustment, and to investigate whether perceived teacher support moderates this relationship.

Methods: A total of 821 migrant children (M_age = 13.5 years, age range 11to 16 years) living in Lanzhou were recruited from three junior middle schools between September and November 2023. They were evaluated with the 28-item Childhood Trauma Questionnaire (CTQ-SF), Perceived Teacher Support Scale and Adolescents' Social Adjustment Assessment Scale. Latent profile and moderated analysis were conducted.

Results: Three profiles of adverse childhood experiences were founded and labeled as Low (15.6%), Medium (32.7%), and High (6.7%). There is variability in ACEs among migrant children. The link between adverse childhood experiences and social adjustment is significantly moderated by perceived teacher support. ACEs are prevalent among migrant children and are associated with decreased odds of social adjustment, especially among those with low perceived teacher support.

Conclusions: Our findings highlight the need for interventions aimed at implemented to prevent ACEs and family- and school-based interventions can be provided to develop positive experiences among migrant children.