School Life Experiences of Migrant Students in China: Examining the Role of Teacher-Student Interaction

China’s rapid urbanization has brought large numbers of rural families into cities, yet migrant students continue to face barriers to educational access and integration due to the household registration system. Although government reforms have expanded opportunities, migrant students remain disadvantaged in their academic and social development. Using data from China Education Panel Survey, this study investigates the relationship between migration status and students’ school life experience, as well as the moderating role of teacher–student interaction. School- and class-fixed effect models are employed to account for contextual differences. Results indicate that migrant students report significantly lower levels of positive school life experience compared to their local peers, even when family and background factors are considered. Teacher–student interaction is found to play a significant moderating role. When students perceive higher levels of attention and encouragement from teachers, the gap in school life experience between migrant and local students narrows. These findings highlight the importance of everyday classroom relationships in creating inclusive learning environments. Policies that extend beyond access to local public schools and provide sustained professional support for teachers are necessary to foster inclusion.