Negative Life Events and Life Satisfaction in Chinese Students with and without Learning Disabilities: Mediating Roles of Perceived Social Support and Resilience

External support and personal resources such as resilience are known to protect typically developing (TD) individuals from the adverse effects of stress. However, little is known about how these factors affect life satisfaction among students with learning disabilities (LD), a group that often encounters repeated academic and social setbacks. This study examined the mediating roles of perceived social support and resilience in the association between negative life events and life satisfaction among Chinese students with and without LD. A total of 173 students (LD = 83; TD = 90; aged 8–12 years) completed validated Chinese measures of negative life events, life satisfaction, perceived social support, and resilience.Structural equation modelling (SEM) and multigroup analyses were conducted to test direct and indirect pathways. Results showed that students with LD reported lower perceived support, resilience, and life satisfaction and experienced more negative life events than their TD peers. SEM revealed a significant serial mediation through perceived social support and resilience in the LD group. These findings underscore the value of integrating peer- and teacher-based support programs and resilience-focused training within school settings to promote well-being and life satisfaction among students with LD in collectivist cultural contexts.