This study aims to provide the implications for supporting school adaptation of the multicultural adolescents. To achieve this aim, the relationships among social support(parents, teacher, peer), self-esteem and school adaptation were analyzed by structural equating modeling using 1,347 panel data(National Youth Policy Institute). The results suggest that each factors of social support influenced self-esteem, school adjustment positively. Parental support and friend support were found to have more influence on self-esteem than teacher support, However, in terms of school adjustment, teacher support had the highest influence, followed by friend support and parent support. Self-esteem had a positive direct effect on school adjustment, and mediated the influence of social support on school adjustment. Based on the results, it was confirmed that the role of parents and the need of positive relationship with friends to increase self-esteem, and the importance of teacher support to help adolescents adapt to school. In subsequent studies, practical studies such as research on specific ways to increase social support and self-esteem of multicultural adolescents are needed.

multicultural adolescents , social support , self-esteem , school adjustment