Background: In the context of heightened social competition and increasing academic pressure, promoting the healthy development of adolescents has become a critical concern. This study investigates the impact and mechanisms through which adolescents' social and emotional skills influence their health behavior. Specifically, we hypothesized that social and emotional skills would positively affect health behavior, with test and class anxiety mediating and satisfaction with interpersonal relationships moderating this relationship. Methods: Using data from the 2023 OECD Survey on Social and Emotional Skills, this study employed a moderated mediation model to analyze the relationships between variables. The sample consisted of 6,737 adolescents, comprising 3,454 10-year-olds (51.3%) and 3,283 15-year-olds (48.7%); 3,484 were boys (51.7%) and 3,253 were girls (48.3%). Key variables assessed included social and emotional skills (e.g., task performance, emotional regulation), health behaviors (e.g., diet, exercise, sleep), test and class anxiety, and satisfaction with interpersonal relationships. Statistical analyses included Harman's single-factor test for common method bias, correlation analysis, regression analysis, and PROCESS macro in SPSS to test mediation and moderation effects. Results: The study found that adolescents' social and emotional skills positively influence their health behavior, with a significant direct effect (β = 0.375, p < 0.001) and an indirect effect mediated by test and class anxiety [6.68% of total effect, 95% CI (0.017, 0.033)]. Satisfaction with interpersonal relationships moderated both the direct effect of social and emotional skills on health behavior and the reduction of test anxiety by these skills. Higher relationship satisfaction strengthened the direct effect (β = 0.340 vs. β = 0.250 for low vs. high satisfaction) and amplified the anxiety-reduction effect (β = −0.262 vs. β = −0.168 for high vs. low satisfaction). Conclusion: This study highlights the critical role of social and emotional skills in promoting healthy behaviors among adolescents and underscores the importance of interpersonal relationships in moderating these effects. The results provide insights for policymakers and educators to design interventions that foster both social and emotional skills and supportive relational environments to enhance adolescent wellbeing.

This study examined the relationship between the urban dialect ability and academic performance of migrant children, as well as the role of school integration between the two. This study collected data from 1687 migrant children aged 5–15 from 28 county-level units (counties, districts, cities) in China, sourced from the 2010 China Education Panel Survey (CEPS). The research results indicate the following: (1) the urban dialect ability of migrant children has a significant positive impact on their academic performance. (2) School identification, peer–peer engagement, and peer acceptance, as the three dimensions of school integration, play a mediating role between the urban dialect ability and academic performance of migrant children. Overall, this study provides theoretical support and policy recommendations for promoting school integration and academic performance development for migrant children.

Parent–child discrepancies on educational expectations have a significant impact on the holistic development of children, which is crucial for building sustainable educational ecosystems. Based on 7080 samples from the 2019 OECD Survey on Social and Emotional Skills (SSES) conducted in a Chinese city, this study uses the ordinary least squares model and propensity score matching to estimate the causal effect of parent–child discrepancies on educational expectations on children’s social and emotional skills—core competencies for Education for Sustainable Development (ESD)—and further employs the bootstrap method to test its mechanism. The results show that parent–child discrepancies on educational expectations have a significant negative impact on children’s social and emotional skills, with stronger effects observed among boys and 15-year-olds. The parent–child relationship and test anxiety play a chain mediating role in this relationship. The results suggest that to advance the goals of sustainable education, parents should set reasonable educational expectations and pay attention to nurturing their children’s social and emotional skills to foster holistic development within supportive family microsystems.