ABSTRACT Background Peer rejection is prevalent among migrant children in China and is associated with psychological and behavioral problems. This study examines the underlying mechanisms of this association and the moderating role of teacher support. Methods Data for this study (1667 migrant junior high school students) were obtained from the China Education Panel Survey (CEPS), a large‐scale, nationally representative tracking survey designed and implemented by the China Centre for Survey and Data at Renmin University of China. Results The results showed that peer rejection positively predicted behavioral problems through the mediating effect of mental health (indirect effect size = 0.062, 95% confidence interval = 0.017–0.109). In turn, teacher support moderated the effect of peer rejection on migrant children's mental health ( B = −0.175, t = −1.996, p < 0.05). Implications for School Health Policy, Practice, and Equity The findings underscore the urgent need to integrate teacher support, peer relationships, and inclusive school environments to promote migrant children's mental and behavioral health. Conclusions This study identified the mechanisms underlying the association between peer rejection and behavioral problems among migrant children in China, demonstrating the mediating role of mental health and the moderating role of teacher support.
Ma et al. (Tue,) studied this question.