The moderating role of socioeconomic status on the relationship between teacher social support and sense of belonging to school.

Background: Teacher social support (TSS) has been identified as one of the most important factors of success and well-being for students. Yet, there is a gap in the literature regarding the impact of students' socioeconomic status (SES) on their perceptions of TSS, and whether SES may impact the strength of the relationship between teacher social support and students' sense of belonging to school (SBS).

Aims: In this preregistered study, we aimed at filling this gap by testing the moderating role of SES on the TSS-SBS link, along with the direct associations between these variables.