ObjectiveTo investigate the comprehensive situation and influencing factors of pupils' school adaptation in a district of Shanghai, and to provide a basis for follow-up intervention.

MethodsA total of 2 580 pupils from grade 2 to grade 5 in five schools were selected.Teachers filled in the teacher-student assessment scale to understand the students' school adaptation level.Parents filled in the social support assessment scale and the family function scale.Pupils filled in the children's social anxiety scale, the children's social expectation scale and the children's self-consciousness scale.Statistical analysis was performed.

ResultsThe total scores and subscale scores of school adaptation in different schools, grades and genders were significantly different(P < 0.01).Parents' filling in and whether they were single parents had statistical significance on students' school adaptation except for self-report ability(P < 0.05 to P < 0.01).Except that there was no correlation between objective support and task orientation(P>0.05), the level of family social support was positively correlated with students' school adaptation and subscale(P < 0.05 to P < 0.01).The problem-solving factor in the family function scale had a negative correlation with students' school adaptation and subscale(P < 0.01), no correlation with communication factor and total function(P>0.05), and a positive correlation with other subscales(P < 0.05 to P < 0.01).Children's social anxiety and subscale fear of negative evaluation, social avoidance and distress were negatively correlated with students' school adaptation scale, while children's social expectation level was significantly positively correlated with students' school adaptation scale(P < 0.01).The factors of children's self-consciousness and behavior, intelligence and school, physical appearance and attributes, anxiety and sociability were significantly positively correlated with the total scale and subscale of students' school adaptation(P < 0.01), and happiness and satisfaction were significantly positively correlated with task orientation, behavior control and peer social ability in the subscale of school adaptation(P < 0.01).Intelligence and school, gender, grade, problem solving, children's social expectations, emotional intervention, children's social anxiety, father's ancestral home, objective support, physical appearance and attributes, happiness and satisfaction were the influencing factors of students' school adaptation(P < 0.05 to P < 0.01).

ConclusionsThe pupils' school adaptation is influenced by many factors such as family environment and children's own mental health, future interventions should enhance the role of important factors.