AbstractThis study aims to investigate the connections among perceived stress, teacher support, peer relationships, self-esteem, and school adjustment. This research employs a quantitative approach involving 818 boarding students from China selected through Multi Stage Cluster Sampling. Instruments for data collection encompass the Chinese Perceived Stress Scale (CPSS), Classroom Environment Scale for Primary and Secondary Schools, Friendship Quality Questionnaire, Self-Esteem Scale, and School Attitudes Questionnaire. Analysis was conducted using SPSS software, including Ttests and ANOVA, to examine differences in perceived stress and school adjustment across various demographic groups. Smart-PLS structural equation modeling was employed to explore the relationships among the variables. The results indicate that gender has negligible effects on perceived stress and school adjustment, and that ninthgrade boarding students experience elevated levels of perceived stress and lower school adjustme.....