Cumulative Stress and Internalizing Problems Among Boarding School Students in Rural Western China: A Moderated Mediation Model

Background: In rural China, due to the migration of parents to urban areas for work, a substantial number of children are cared for by boarding primary and secondary schools. These students are frequently exposed to multiple stressors, including academic pressure, homesickness, lack of parental support, interpersonal conflicts, and bullying. Prior research has predominantly examined the impact of individual stressors in isolation, neglecting the cumulative effects of co-occurring stressors. According to the cumulative risk model, simultaneous exposure to multiple stressors poses a greater threat to psychological well-being than singular stressors. However, the mechanisms linking cumulative stress to internalizing problems remain insufficiently investigated. This study posits that social-emotional competence may serve as an important mediator in this relationship. Given their limited access to familial and economic resources, rural boarding students may exhibit compromised social-emotional competence, increasing their vulnerability to internalizing problems. Moreover, friendship and teacher support may serve as compensatory resources, buffering the impact of cumulative stress and enhancing social-emotional functioning. This study aims to examine the relationship between cumulative stress and internalizing problems among rural boarding students, with a particular focus on the mediating role of social-emotional competence and the moderating effects of peer friendship and teacher support.

Methods: A cross-sectional survey was conducted in a nine-year boarding school located in Chifeng, Inner Mongolia Autonomous Region. The sample comprised 515 early adolescents (255 boys and 260 girls), with 46.4% enrolled in primary school (Grades 3–6) and 53.6% in secondary school (Grades 7–9). Standardized self-report instruments were used to assess cumulative stress, social-emotional competence, internalizing problems (i.e., depression, anxiety, and loneliness), peer friendship, and teacher support.

Results: Boarding students reported experiencing elevated cumulative stress, lower social-emotional competence, and greater internalizing symptoms. Structural equation modeling demonstrated a good model fit (χ²/df= 2.917, p < .001; RMSEA = 0.045; CFI = 0.964; TLI = 0.947; SRMR = 0.054). Social-emotional competence significantly mediated the association between cumulative stress and internalizing problems. Furthermore, teacher support moderated the link between cumulative stress and internalizing symptoms, while peer friendship moderated the relationship between cumulative stress and social-emotional competence.

Conclusions: These findings underscore the psychological vulnerability of rural boarding students exposed to cumulative stress. Reduced social-emotional competence serves as a key mechanism through which cumulative stress leads to internalizing problems. Importantly, peer and teacher support function as protective factors that mitigate the adverse effects of cumulative stress. The results highlight the need for school-based interventions aimed at strengthening students' social-emotional competence, fostering peer relationships, and enhancing teacher-student support, particularly for boarding children in rural areas.