Abstract

As China undergoes rapid urbanization, millions of children from migrant families face challenges integrating into urban education systems. Teacher emotional support plays a potentially significant role in the academic development of these children, yet its specific effects remain underexplored. This study employs grounded theory methodology to examine the perceptions of 5 fifth-grade migrant children in a public primary school in Guangzhou, China. Data were collected through semi-structured interviews and analyzed via open and axial coding. We find that academic-oriented emotional support from teachers, including classroom participation, academic expectations, and engaging teaching strategies, positively influenced children’s motivation and academic performance. Conversely, insufficient emotional availability, uneven attention, and negative emotional expression from teachers hindered student engagement. Many children relied on peers, parents, or technology for support due to limited access to their teachers. The study reveals an imbalance in teacher support, with academic performance prioritized over emotional well-being. Holistic teacher training and educational policy reforms are needed to better support the dual academic and emotional needs of migrant children.

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