Youth spend a significant amount of time in school surrounded by and interacting with teachers and peers. For doubled-up homeless youth (i.e., youth who share housing with a series of friends and/or extended family members), in-school relationships may be important for their emotional functioning. The current study captured dynamic processes by which in-school teacher and peer social support (i.e., baseline assessments of prior support and daily early-day reports of school day support) influence homeless youth's daily emotional well-being, as assessed by positive and negative affect later in the day. Specifically, a baseline survey was used in combination with a 10-day twice-a-day diary design to examine the competing influences of prior (i.e., between-person) and daily (i.e., within-person) social support from teachers and peers during the school day. Baseline teacher support and early-day peer support were associated with higher later-day positive affect. In contrast, baseline peer support was associated with lower later-day negative affect. Baseline peer support moderated the association between early-day peer support and later-day positive affect, in that there was a significant effect of early-day peer support and later-day positive affect for youth who reported medium and high levels of baseline peer support. However, the later-day positive affect of youth who reported low baseline levels of social support did not appear to benefit from early-day peer support. Results suggest that the source of support (i.e., teacher and peer) differently influences daily affect and that receiving daily in-school support can promote daily positive affect while mitigating negative affect for doubled-up homeless youth. Overall, study findings suggest that providing peer and teacher social support is a promising prevention and intervention approach for fostering resilience among doubled-up homeless youth.

青年人在学校中花费大量时间，与老师和同伴一起并与他们互动。对于成倍增加的无家可归青年（即与一系列朋友和/或大家庭成员合住的青年），校内关系对于他们的情感功能可能很重要。当前的研究捕获了动态过程，通过积极和消极的评估，在这些过程中，在校教师和同伴的社会支持（即先前支持的基线评估和上学日支持的每日早期报告）会影响无家可归青年的日常情感幸福感在当天晚些时候影响。具体而言，将基线调查与10天，每天两次的日记设计结合使用，以检查以前（即人与人）和每天（即人与人）之间的竞争影响。上课期间老师和同伴的个人支持）。基线老师的支持和早期同伴的支持与较高的后期积极影响有关。相比之下，基线同伴支持与较低的后期负面影响相关。基线同伴支持减轻了早期同伴支持与后天积极影响之间的关联，因为对于报告中，高水平基线同伴支持的年轻人，早期同伴支持和后天积极影响具有显着影响。然而，报告称较低的社会支持水平的年轻人的日后积极影响似乎并未从早日同伴支持中​​受益。结果表明，支持的来源（即，老师和同伴）对日常情感的影响不同，每天接受学校的支持可以促进双倍的无家可归青年的日常积极情感，同时减轻消极情感。总体而言，研究结果表明，为同伴和老师提供社会支持是一种有希望的预防和干预方法，可以提高双倍流浪青年的适应能力。