ArticleBMC psychiatry2025
Perceived teacher support moderate the relationships between adverse childhood experiences and social adjustment among migrant children: a latent profile analysis.
Article in BMC psychiatry, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
2 citing papers in PubMed.
- Buffering the impact of childhood adversity: moderated moderation effects of mindfulness and psychological capital on social functioning among women in Kerala.European journal of psychotraumatology · 2026Article
- The influence of teacher care on middle school students' social-emotional competence: evidence from the China Education Panel Survey (2013-2014).Frontiers in psychology · 2026Article
Corrections and comments
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Authors and funding
2 authors.
Funding
Abstract
backgroundAdverse 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.
objectiveThe research seeks to examine the correlation between ACEs and social adjustment, and to investigate whether perceived teacher support moderates this relationship.
methodsA total of 821 migrant children (M
resultsThree 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.
conclusionsOur 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.
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