A Synthesis of Factors Influencing School Adaptation among Rural-to-Urban Migrant Children in China

Abstract

Understanding school adaptation among rural-to-urban migrant children in China requires a multi-level framework. Bronfenbrenner’s Ecological Systems Theory (EST) is useful, examining interactions across micro-, meso-, exo-, macro-, and chronosystems.At the microsystem level, individual factors such as academic skills, emotional resilience, and motivation significantly influence adaptation. Migrant parents often face barriers (e.g., long work hours, language gaps) that hinder school engagement. Schools that actively involve migrant parents can bridge this gap. The exosystem indirectly shapes adaptation through parental availability, family stress, and community resources. Interventions that strengthen workplace supports and expand community services are essential. The macrosystem, including the hukou system and cultural narratives, frames the opportunity structure for migrant families. Reforming discriminatory policies and promoting inclusive enrollment are critical. The chronosystem situates adaptation within policy history, migration patterns, and developmental timing. By addressing the influence and interplay of these ecological systems, educators, schools, and policymakers are enlightened to develop more effective and equitable strategies to support migrant children’s school adaptation.