Analysis of school support: Systematic literature review of core Chinese- and English-language journals published in 2000–2021

School support is of great significance to students' academic quality and overall physical and psychological development. However, there is still ambiguity in the English and Chinese studies on the concept and measurement tools of school support. The data for this study were sourced from the literature on school support included in the China National Knowledge Network (CNKI) and Web of Science (WOS) from 2000 to 2021. A systematic literature review was conducted through literature inclusion and data extraction according to the PRISMA guidelines. Finally, 36 core-journal articles with high academic reference value and authority are identified, including seven in Chinese and 29 in English. The following results were obtained: (1) Related research in both Chinese and English showed an overall increasing trend. (2) The concepts and measurement tools of school support were not clear, and most studies used concepts and measurement tools of “social support” or “school climate” as substitutes for school support. (3) Most of the previous studies were based on social support theory, ecological system theory, and school climate theory. (4) The research mainly adopts quantitative research methods and focuses on special student populations or students below the high school level. Overall, previous studies indicated that school support has a positive impact on student development. Therefore, future research should be broadly extended to the knowledge system in higher education. On the basis of clarifying the concept of school support, it is necessary to try to develop and validate school support measurement tools with great reliability, validity, and general applicability to provide a practical reference for educators around the world.

Introduction

According to ecological system theory, school is one of the most proximal and essential factors influencing individual development at the microsystem level (Bronfenbrenner, 1977, 1992; Axlund McBride and Lott, 2015). As a place where adolescents spend more than half of their adequate time every day, school plays an important role in the holistic development and healthy growth of adolescents (Eccles and Roeser, 2011; Tang et al., 2013). American scholars Sugai and Horner pointed out that positive behavioral support at the school level was conducive to the overall academic and social development of students. In particular, it has an effective preventive effect on students with severe problem behaviors (Warren et al., 2006; Sugai and Horner, 2009; Yang and Li, 2016). Based on previous research, school support has been shown to be a vital factor in the healthy development of adolescents (Gregory et al., 2010), which can not only buffer the adverse effects of academic stress (Torsheim and Wold, 2001) and enhance creativity and individual academic performance (Zhang et al., 2020) but also positively affect academic engagement, school participation, and emotional engagement (Bottiani et al., 2016; Yang et al., 2020). Therefore, research on school support is of great significance and value.

There are different views on the definition and measurement of school support depending on researchers' respective research scenarios. For example, Yang et al. (2020) defined school support as a combination of internal school values, school climate, and interpersonal relationships that reflects the quality of school life, and the school climate scale that measures the degree of school support for secondary school students with special needs. This definition and measurement have also been used in recent studies on school support (Fang et al., 2016; Zhang et al., 2020). Differently, Cornell et al. (2015) claimed that school support was only one aspect of school climate. Bottiani et al. (2016) agreed with Cornell et al. (2015) that school support was an emerging theoretical construct aimed at meeting adolescents' needs for belonging, competence, and autonomy. Based on this, they explored a 3D model for measuring school support (school equity, school care, and high expectations).

In addition, previous research argued that the concept of school support was derived from the application and development of organizational support theory in education (Eisenberger et al., 1997; Hu and Liu, 2019; Deng et al., 2020). In the complex social organization of schools, teachers and peers are two different sources of support (Moreira and Lee, 2020). Therefore, the social support from school (teacher and peer support) and autonomy support explain school support from the school level (Moreira and Lee, 2020). Other studies identified teachers and peers (classmates) as the primary sources of social support in schools. School support was measured through the integration of teacher support and peer support scales. In this view, school support is defined as the level of support students feel from teachers and peers (Torsheim and Wold, 2001; Cupito et al., 2016; Zhang et al., 2020). Besides, some studies equated teacher support with school support. For example, in Corprew and Cunningham's (2011) study of African American male students aged 13–18, they pointed out that school support was the support students perceived from teachers and administrators. Among them, four teacher support items in the social support scale were used to measure school support. Moreover, based on the findings from recent interviews with black adolescents aged 12–18 on academic adjustment and mental health issues during the COVID-19 pandemic (Parker et al., 2021), school support specifically includes instrumental and emotional support from school staff and teachers.

For related domestic research, Luo and Xiang (2011) developed the “School Support System Questionnaire for Students with Cerebral Palsy” to investigate the 6–18-year-old students with cerebral palsy. The questionnaire contains five dimensions, namely environmental support, teacher support, peer support, examination and assessment support, and classroom teaching support. Ke et al. (2019) developed a school support scale (including two dimensions of course study resources and venue activity resources) to explore the impact of school support on the personalized growth of 5th-grade students in primary school.

In conclusion, there is inconsistency in the definition of school support, and the measurement tools also lack uniform and universal scales. Therefore, this study systematically combed Chinese and English literature from 2000 to 2021 in two highly acknowledged academic databases in China and around the globe, namely China National Knowledge Infrastructure (CNKI) and Web of Science (WOS), aiming to comprehensively understand the knowledge system, research status, and theoretical bases of school support and clarify its concept. Specifically, the following four research questions were focused on the following:

(1) What is the current state of research on school support?

(2) How do related studies define school support?

(3) What is the theoretical basis of school support?

(4) What are the measurement tools of school support?

Method

The present systematic literature review (SLR) was conducted following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (Moher et al., 2009). SLR is a method of assessing and clarifying all available studies related to a specific research question, topic, or area of interest (Brereton et al., 2007), with the advantages of comprehensiveness, rigor, and transparency. In more detail, straightforward research questions, comprehensive search strategies, explicit literature criteria, a high-quality assessment process, comprehensive data analysis, and reliable research results can effectively overcome the subjectivity and bias of traditional research methods (Sutherland, 2004).

Eligibility criteria

Following PRISMA guidance on Eligibility Criteria (Moher et al., 2009), this study focused on the current status, theoretical basis, definitions (concepts), and measurement tools for school support in Chinese and English core-journal articles.

Inclusion criteria

(1) Core-journal articles of authority and research value published in Chinese or English.

(2) Published between January 1, 2000 and December 31, 2021.

(3) Journal-type was academic articles with school support as the research theme, and the research participants were students.

(4) Other relevant articles unearthed from the reference list can address this research question.

Exclusion criteria

(1) Articles without explicit publication date restrictions.

(2) Articles published in languages other than Chinese and English.

(3) Documents identified as “gray literature” (Hopewell et al., 2007), such as degree dissertations, conference papers, reviews, newspapers, government policy papers, reports, videos, and unpublished data.

(4) Articles that did not focus on school support or serve only as background or advice.

Data sources and search strategy

Based on the research questions, this study selected the CNKI (Beijing, PRC; https://www.cnki.net/), a highly recognized Chinese academic website, and WOS (Clarivate Analytics, Philadelphia, USA), a well-acknowledged international academic database, to ensure the quality and authority of the literature samples. A total of 1,035 documents in Chinese and 549 documents in English were retrieved with the time range from January 1, 2000 to December 31, 2021 and the theme of “school support.” The reason for this time restriction was the amount of research on school support in Chinese documents before 2000 was very limited. Furthermore, some references to the selected articles were reverse searched for more articles that contributed to this research topic.

Screening strategy and data collection

To ensure the validity of the sample literature, authors 1 (Li) and 2 (Hu) independently screened and collected data according to uniform selection criteria. Any disagreements between the two authors were discussed with author 3 (Pan). The PRISMA flowchart during the selection process (Moher et al., 2009) is shown in Figure 1, detailing the number of documents retained and excluded at each step as well as the corresponding reasons.

FIGURE 1

Figure 1. Flow chart based on PRISMA guidelines.

First, 1,035 documents in Chinese and 549 documents in English retrieved from the preliminary search were systematically screened.

The screening strategies for Chinese literature were as follows:

(1) In the first step, the document type was an academic article. Six hundred thirty-four articles were retained and 401 documents, such as degree dissertations, conference papers, newspapers, and government documents, were excluded.

(2) In the second step, only core journals were considered to maintain academic authority. One hundred seventy-five articles were retained, and 459 articles published in general journals were excluded. It should be noted that the journals on CNKI are divided into core journals and general journals, among which core journals are formally rated by Chinese research institutions with academic authority. Therefore, articles published in such journals have more academic reference value.

According to the screening strategy, 175 Chinese core-journal articles meeting the criteria were obtained and 860 documents were excluded.

The screening strategies for English literature were as follows:

(1) In the first step, the document type was an academic article. Four hundred seventy-six articles were retained and 73 documents, such as degree dissertations, conference abstracts, book reviews, and letters, were excluded.

(2) In the second step, 441 articles published in English were retained and 35 articles published in Spanish, French, German, Portuguese, and other languages were excluded.

According to the screening strategy, 441 English core-journal articles that met the criteria were obtained and 108 documents were excluded.

Second, the remaining 175 Chinese core-journal articles and 441 English core-journal articles were reviewed in detail according to the eligibility criteria. By reading the titles and abstracts, Author 1 (Li) and Author 2 (Hu) independently removed 154 Chinese articles and 399 English articles whose participants were non-student groups, such as teachers, parents, or who were not relevant to the topic of this study. Finally, 21 Chinese and 42 English articles were retained without disagreement between author 1 (Li) and Author 2 (Hu).

In total, 21 Chinese and 42 English articles were loaded into two separate folders through the EndNote X8 reference management software (Thomson Reuters, New York City, NY, USA). Duplicates were queried, and the full articles were exported. The full text that cannot be downloaded through EndNote X8 was downloaded manually. Through the further full-text intensive reading of 21 Chinese articles and 42 English articles, articles that did not significantly contribute to this research question were excluded. A total of 7 Chinese articles and 27 English articles were selected. Finally, the reference lists of the selected English articles were reverse searched so that two valuable articles (Jia et al., 2009; Cornell et al., 2015) that were also included in the review were obtained. In this session, authors 1 (Li) and 2 (Hu) disputed the inclusion and exclusion of four of the articles, which then was discussed with author 3 (Pan). Three authors used the Quality Assessment Tool for Observational Cohort and Cross-Sectional Studies (National Heart Lung Blood Institute, 2019) to examine the content and agreed on the final sample collection (seven Chinese articles and 29 English articles).

Data analysis

The search, collection, and sample analysis for this study were conducted during 20–28 June 2022. The Quality Assessment Tool developed by the National Institutes of Health (National Heart Lung Blood Institute, 2019) was used to assess quality and risk of bias. In recent years, this tool has been widely used in SLR studies to assess the quality of articles and the risk of bias in studies (Carbia et al., 2018; Amit et al., 2020; Putra et al., 2020; Costa Cordella et al., 2021). Similar to article screening and data extraction, quality assessment was performed independently by two authors. Furthermore, any disputes were discussed with a third author.

Statistical analysis and content analysis were performed on the sample. Through the statistical analysis of 1,035 documents in Chinese and 549 documents in English retrieved from the initial search, the research trends supported by the school from 2000 to 2021 were visually reflected. For the authoritatively indexed 7 Chinese core-journal articles and 29 English core-journal articles, analysis of content with general characteristics and evaluation of research quality were carried out to explore definitions, theoretical bases, and measurement tools of school support. In addition, the findings were then discussed to make follow-up research directions and recommendations.

Results

Quality assessment and risk of bias

In this study, methodological quality was assessed using the Quality Assessment Tool of Systematic Reviews and Meta-Analyses (National Heart Lung Blood Institute, 2019). As shown in Table 1, authors 1 (Li) and 3 (Pan) were satisfied with the methodological assessment of the Chinese literature. Author 2 (Hu) suggested that subsequent studies could include other Chinese databases besides CNKI. In general, the three authors agreed on the assessment of methodological quality.

TABLE 1

Table 1. Summary of quality assessment and risk of bias.

The definitive collection of 7 Chinese core-journal articles and 29 English core-journal articles were assessed for content quality through the Quality Assessment Tool for Observational Cohort and Cross-Sectional Studies (National Heart Lung Blood Institute, 2019). As shown in Tables 3, 4, the three authors rated four (57.14%) Chinese core-journal articles as Good and three (42.86%) as Fair, with consistent evaluation results. For English core-journal articles, the three authors agreed that 24 (82.76%) were Good and 5 (17.24%) were Fair.

Search results

This study adopted the above rigorous and systematic search and screening to initially identify 1,035 Chinese documents and 549 English documents. Through the unified screening criteria, 175 Chinese core-journal articles and 441 English core journal articles were retrieved. Twenty-one Chinese and 42 English core-journal articles focused on school support for the student population were retained after reviewing the titles and abstracts. Through the full-text review, seven Chinese core-journal articles and 29 English core-journal articles that significantly contributed to the school-supported research were finally extracted (Figure 1; Tables 3, 4).

Study status

Research trends

To visualize the research trends on school support, 1,035 Chinese literature and 549 English literature were initially identified for statistical analysis. As shown in Figure 2, the number of publications on school support in both Chinese and English showed an overall growth trend from 2000 to 2021, which indicated that both Chinese and Western researchers were paying more attention to school support.

FIGURE 2

Figure 2. Research trend (n = 1,035 for Chinese literature and n = 549 for English literature).

Research discipline areas

As shown in Table 2, this study compared the five most common research disciplines in the 1,035 Chinese and 549 English documents initially identified, which identified that research on school support was mainly concentrated in the two disciplines of education and psychology.

TABLE 2

Table 2. Research discipline areas (top 5).

Study characteristics

Tables 3, 4 present the details of the specific characteristics of seven Chinese and 29 English core journal articles, including basic information, name of the lead author, year of publication, study design and objectives, participants, sample size, research methods, findings, and article quality.

TABLE 3

Table 3. Summary of included Chinese core-journal articles (n = 7).

TABLE 4

Table 4. Summary of included English core-journal articles (n = 29).

Theoretical bases and conceptual definition of school support

Figure 3 presents the research theories of the Chinese and English core-journals articles (listed in Tables 3, 4). The theoretical basis of school support mainly includes social support theory, ecological system theory, and school climate theory.

FIGURE 3

Figure 3. Research theory of the Chinese and English core-journal articles (note: N = 36, it is the sum of seven Chinese core-journal articles and 29 English core-journal articles).

First, social support theory explains that supportive behaviors that individuals receive or perceive from social relationships have universal meaning and benefits and contribute to an individual's psychological health and positive development (Berkman and Syme, 1979). This theory is widely used, which underlies much of the current research on school support in Chinese and British academic circles. Most studies that draw on social support theory consider school support as a subsystem of the social support system. Teachers and peers at school are the primary sources of social support that influence individual growth. Teacher behavior and support influence the formation of individual values and students' adaptation to the school environment (Chen et al., 2020; Moreira and Lee, 2020). Peer or classmate support is also the main interpersonal support in the social support system, where positive peer relationships can be effective in relieving academic stress and dysphoria (Torsheim and Wold, 2001; Moreira et al., 2018). Therefore, adequate support from teachers and peers can prevent psychological crises (Torsheim et al., 2000; Sun et al., 2021). Research based on social support theory defines school support as the sense of support, security, and recognition that individuals develop in school through interaction with teachers and peers and participation in school activities (Corprew and Cunningham, 2011; Berkowitz and Benbenishty, 2012; Cao, 2016; Moreira and Lee, 2020; Zhang et al., 2020).

Second, ecological system theory emphasizes that individual development is nested within a series of environmental systems that interact with individuals and influence their development, among which microsystems such as family, school, and community are the closest factors that affect individual development (Bronfenbrenner, 1977; Chen et al., 2019; Zhao and Zhou, 2019). Research that draws on ecosystem theory focuses on the environment that supports individual development and emphasizes the interaction of home and school support. Moreover, these studies also demonstrated that school support can mutually complement the role of family support in protecting adolescents' value formation (Cupito et al., 2016). In addition, environmental support provided by family, school, and community can shape an individual's learning cognition, emotion, and behavior (Chen et al., 2019, 2020). Since most studies of school support based on ecosystem theory treat schools as a systematic environmental factor, the conceptual definition of school support is not clearly constructed.

Third, school climate theory holds that school support is a comprehensive reflection of the internal values, school climate, and interpersonal relationships that reflect the quality of school life. Therefore, school climate concept and scale were usually employed to measure school support (Fang et al., 2016; Yang et al., 2020; Fredrick et al., 2021).

Research methods and participants

Among the seven Chinese core-journal articles, four were quantitative, two were qualitative, and one was a mixed study (Figure 4). Among the 29 English core-journal articles, 26 were quantitative, two were qualitative, and one was a mixed study (Figure 5). Overall, research on school support mostly employed the quantitative research method.

FIGURE 4

Figure 4. Proportion of research methods in Chinese core-journal articles.

FIGURE 5

Figure 5. Proportion of research methods in English core-journal articles.

As shown in Figure 6, the participants of the seven Chinese core-journal articles (listed in Table 3) were mainly college and primary school students. Luo and Xiang (2011) focused on the effect of school support on the school adaptation of elementary-school students with cerebral palsy. Based on 15 research cases, Chen (2014) explored the comprehensive influence of school, family, and peer groups on Chinese college students facing a psychological crisis. Hu and Liu (2019) conducted an experimental study on school support for college students with depression. Zhao and Zhou (2019) conducted a questionnaire survey on 5,855 college students from 35 domestic colleges and universities and concluded that school support could significantly improve college students' school identities. Ke et al. (2019) developed a scale for school support (including two dimensions of course study resources and venue activity resources) to explore the impact of school support on the personalized growth of 5th-grade students in primary school. Zhang et al. (2020) studied the effects of school support on students in the senior grades of elementary school.

FIGURE 6

Figure 6. The participants of the Chinese and English core-journals articles (note: some study participants involved both groups, for example, both high school students or below and special groups, so the total number in the figure may be greater than N).

As shown in Figure 6, the participants of the 29 English core-journal articles (listed in Table 4), who mainly were special student groups or groups of students below high school. Torsheim and Wold (2001) conducted a questionnaire on school stress and school support with a sample of 4,952 Norwegian students aged 11–15. In a study of 139 adolescents with diabetes, Tang et al. (2013) found that school support had a significant positive effect on life satisfaction. Asikhia Olubusayo and Mohangi (2015) explored the impact of school support on the psychology and behavior of HIV-infected orphans aged 15–18 through a case study. Through a longitudinal study of survivors who experienced a gun shooting incidence, Strøm et al. (2016) explored the impact of school support on academic performance and absenteeism. Bottiani et al. (2016) focused on the impact of school support on racially diverse high school students. By conducting a study involving 4,733 Israeli high school students, Fang et al. (2016) explored the relationship between youth violence and school support. Carney et al. (2018) tested the hypothesis that bullying is related to school support through a study of 973 elementary school students in grades 3–6 in two public school districts in the northeastern United States.

Measurement tools of school support

The primary measurement instruments used in the Chinese and English core-journal articles are shown in Tables 3, 4. Most empirical studies use subscales or indicators related to the source of support (such as teacher support, classmate support, or peer support) to measure school support. Measurement items assessed students' responses to statements such as “Overall, adults at my school treat students fairly,” “Students here respect what I have to say,” “My teachers are there for me when I need them,” and “Other students at school care about me” (Torsheim et al., 2000; Litwin, 2001; Torsheim and Wold, 2001; Moreira et al., 2009; Moreira and Lee, 2020; Zhang et al., 2020).

Other studies measured school support using the school climate scale (Bear et al., 2011; Fang et al., 2016; Yang et al., 2020; Zhang et al., 2020). Measurement items assessed students' agreement with statements such as “My teachers care about me,” “Students help one another,” “Students are given the chance to help make decisions,” “Students feel safe at school,” and “School rules are fair to each student.” Bottiani et al. (2016) measured school support in the dimensions of caring, high expectations, and equity by using indicators, such as “My teachers respect students,” “My teachers encourage me to work hard in my class,” and “At this school, students of all races (whether boys or girls and whether parents are rich or poor) are treated the same.”

Chinese researchers (Luo and Xiang, 2011) suggested that school support includes five dimensions, namely environmental support, teacher support, peer support, examination and assessment support, and classroom teaching support. By synthesizing interpersonal support theory and social support theory, Cao (2016) proposed that school support includes three dimensions, namely teacher support, peer support, and student associations support. Based on Tinto's (2012) research on the definition of school support in colleges and universities, Ying (2016) concluded that school support comprised majors and curricular support, teacher teaching support, social support, learning facility support, and living facility support.

Discussion

Theoretical implications

First, this study shows the research trend of academic support for schools in Chinese and English academia from 2000 to 2021 through statistical analysis. The results show an overall increasing trend of Chinese and English literature on school support, indicating that more and more researchers pay attention to the importance of school support to adolescents' learning and growth and conduct academic explorations. However, the relevant literature declined in some years, possibly due to a lack of solid theoretical frameworks and measurement tools for school support. According to the research trend chart of the initial search (Figure 2), it can be seen that the number of Chinese literature (n = 1,035) seems to be more dominant than the number of English literature (n = 549), which may be because the English literature on WOS already belongs to the “core literature.” In contrast, Chinese literature on CNKI includes two categories: non-core journal and core journal. Among them, non-core journal articles were included in the initial steps of identification, which required further screening.

Besides, the identified literature (in both Chinese and English) is concentrated on two disciplines of education and psychology. In other words, the knowledge system of school support involves not only pedagogy but also psychology. Therefore, it is necessary for researchers to integrate a wide range of disciplines to construct a reasonable new system of school support.

Second, this study finds that social support theory, ecosystem theory, and school climate theory are the three theoretical foundations of school support. Other theoretical foundations, shown in Table 3, such as organizational support theory and self-determination theory, remain important for further exploration of school support. There are multiple interpretations of the conceptual definition of school support, each of which has its own advantages. In particular, the seven Chinese core-journal articles lack a clear conceptual definition (Luo and Xiang, 2011; Zhang et al., 2020). Conversely, the concept of school support was clearly defined in the 29 English core-journal articles, which varied according to different research needs (Fang et al., 2016; Strøm et al., 2016; Yang et al., 2020). For example, Fang et al. (2016) agreed with the definition of Berkowitz and Benbenishty (2012) that school support was the degree to which students receive teacher support and a sense of security in school. Yang et al. (2020) defined school support as school values, school climate, and interpersonal relationships that comprehensively reflect the quality of school life. Some scholars defined school support under the particular research background of “school shooting” as sustainable efforts by schools to support traumatized youth (Strøm et al., 2016). With the continuous change and development of new technologies and knowledge systems (Nica, 2018), especially since the outbreak of COVID-19, a large number of studies pointed out that school teaching methods need to be continuously integrated with technology (Erfayliana et al., 2022; Khasawneh, 2022; Pallavi et al., 2022; Warden et al., 2022). At the same time, the concept of school support should also be constantly broadened and deepened. For future related research, whether the concept of school support should be limited to the support of teachers or peers is also topics worth exploring.

Third, the findings indicate that studies in both Chinese and English academia are dominated by quantitative research methods, and there is a lack of qualitative or mixed research methods, especially SLR research. Besides, most of the respondents are special student groups or students below high school, and although three of the seven Chinese core-journal articles have focused on college students, such researches are still very limited. According to this study, schools are important places for adolescents' growth and school support is significant for +academic development, as well as the physical and mental health of all students (Eccles and Roeser, 2011; Tang et al., 2013; Strøm et al., 2016). For college students, higher education is of vital importance for their transformation into society (Padgett et al., 2010). Therefore, it is necessary to pay extensive attention to the school support of college students.

Fourth, the findings discover the lack of internationally recognized scales for measuring school support. The Chinese and English core-journals articles employ or integrate different measurement tools, which are not developed explicitly for school support (Torsheim and Wold, 2001; Yang et al., 2020; Zhang et al., 2020). Specifically, English core-journal articles showed high overlap in measuring social support (Torsheim and Wold, 2001; Cupito et al., 2016; Moreira and Lee, 2020) and school climate (Fang et al., 2016; Yang et al., 2020). For example, scales for teacher support and peer support were integrated or used to measure school support (Torsheim and Wold, 2001). In contrast, Chinese core-journal articles attempted to develop scales for school support but lacked global academic recognition. For example, some researchers (Luo and Xiang, 2011) measured school support from five dimensions, which were environmental support, teacher support, peer support, examination and assessment support, and classroom teaching support, and other researchers (Ke et al., 2019) compiled scales with two dimensions of course study resources and venue activity resources, such as libraries, sports venues, and school buildings. Based on the results, most studies agree that teachers and peers are the two most critical components of school support while the measures of some Chinese studies are more comprehensive.

Practical implications

First, the findings indicate a possible research space for exploring school support for college students. Considering the irreplaceable positive significance of school support for all students (Sugai and Horner, 2009; Yang and Li, 2016), it is suggested that future research on school support should focus more on college students to enhance the generalizability of the findings.

Second, it reveals that most studies on school support are quantitative and cross-sectional, which suggests that further qualitative or mixed research methods could be employed. Furthermore, it is recommended to conduct more comparative studies in future empirical studies. For example, future researchers can explore the impact of school support on urban migrants and urban children, or on students from different countries or cultural backgrounds.

Third, the results show that among different definitions of school support, most studies use the concept of teacher support or peer support as a substitute for school support. In contrast, school support in a broader sense is less considered. Thus, future research should explore broader aspects, such as whether the resource support on hardware (school libraries, sports venues, and canteen construction) is an aspect of school support.

Finally, this study points to the urgent need to develop new theoretical models and develop specific school support measurement tools. Authoritative and internationally applicable measurement tools are keys to the school's support for the long-term development of research. By further constructing a conceptual system supported by schools and developing scales with better reliability and validity, this topic can be further developed, thus providing a practical reference for educational management.

Research limitations and future directions for SLR studies on school support

First, only two academic databases (CNKI and WOS) were used in the present study. Future directions regarding SLR studies on school support could be expanded to sample searches in different databases, such as PubMed (US National Library of Medicine, Maryland, USA), Scopus, ScienceDirect (Elsevier, Amsterdam, Netherlands), and Cochrane Library (John Wiley & Sons, New Jersey, USA). Second, this study only selected journals published in Chinese and English. Subsequent SLR studies on school support should take into account publications in other languages. Third, although the risk of bias in methodology and article quality was evaluated, there were only three investigators that had unavoidable personal biases. In follow-up studies, other research methods should be comprehensively considered to reduce bias. Finally, most of the articles in this study were conducted in groups below high school and special student groups, which cannot guarantee a broad representation of the results. Is the positive impact of school support on AIDS orphans aged 15–18 years or on children with cerebral palsy widely applicable to other groups of students with chronic conditions? Does the positive impact of school support on elementary and middle school students apply to college students? The above issues deserve to be further explored in subsequent studies.

Conclusion

Based on the Chinese and English core-journal articles on research about school support from 2000 to 2021 included in the widely acknowledged academic database CNKI and WOS, this study is the first SLR on school support in Chinese and English academia. Through systematic retrieval and unified screening, seven Chinese core-journals articles and 29 English core-journal articles were retrieved for full-text intensive reading and literature analysis. The results of the study are as follows.

(1) There is an overall upward trend in research on school support.

(2) The two main disciplines are education and psychology.

(3) The theoretical basis of the research is social support theory, ecosystem theory, and school climate theory.

(4) Most of the studies adopt a quantitative approach, and the research objects are mainly focused on special student groups or students below high school.

(5) There is a lack of unified concept and measurement tools for school support.

Relevant studies suggest that school support has obvious positive significance, which deserves further exploration. This study provides a reference for the future development of school support.

Data availability statement

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author/s.

Author contributions

JL contributed to the conception of the study and drafted the manuscript. ZH assisted in revising the manuscript. JL, ZH, and LP contributed significantly to the data analysis. LP worked as the writer's assistant. All authors contributed to the article and approved the submitted version.

Acknowledgments

We would like to express our gratitude to all participants in this study.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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