Effective social support from family, friends, and teachers is critical in mitigating adolescents' internalizing and externalizing problems. However, longitudinal research on how different combinations of social support influence these problems remains limited. To address this gap, this study employed Parallel Process Latent Class Growth Modeling (PPLCGM) to examine the joint developmental trajectories of family, friends, and teachers support and their associations with the developmental trajectories of internalizing problems (i.e., depressive symptoms and non-suicidal self-injury) and externalizing problems (i.e., proactive and reactive aggression). A total of 1437 adolescents (56.9% male, Mage=13.48, SD=0.70) participated in assessments conducted at three time points. The results identified one convergent trajectory of social support (i.e., high overall support) and four divergent trajectories (i.e., predominant family support, predominant friends support, predominant teachers support, and predominant family and friends support). Adolescents in teacher-deficient support groups (i.e., predominant family, friends, or family and friends support) were more likely to fall into the trajectory group characterized by predominant depressive symptoms and reactive aggression. Conversely, no significant differences were observed between four divergent support trajectories and the high overall support trajectory in terms of congruent-increasing or congruent-decreasing patterns of internalizing and externalizing problems. These findings suggest the key role of teachers support in alleviating depressive symptoms and reactive aggression, emphasizing the necessity of providing effective teachers support. Moreover, enhancing any single source of support (family, friends, or teachers) can effectively curb problem escalation, offering valuable insights for resource-constrained interventions.