<p>This study aims to investigate the role of social support—specifically from family, teachers, and peers—in enhancing computational thinking (CT) abilities among elementary school students. Grounded in social support theory, the scales related to teacher, parental, and peer support were adapted from the PSIA test. After ensuring their reliability and validity, multiple regression analysis and Shapley value decomposition methods were employed to assess survey data from 3,018 elementary school students in grades 3 to 6 across three provinces in central China (Hunan, Hubei, and Henan). The findings reveal that all three types of social support positively influence student’s CT proficiency, with teacher’s emotional support having the most significant impact, particularly on creativity, problem-solving, and collaboration. Family support also enhances CT skills across these dimensions, while peer support primarily affects collaborative skills. Notably, teacher’s emotional support interacts positively with both family and peer support, while cognitive support from teachers complements peer support independently of family involvement. This study provides a social support framework for educators and policymakers to foster student’s computational thinking, suggesting that strengthening emotional and cognitive support from teachers, along with encouraging family and peer involvement, can significantly improve student’s CT skills. Limitations and directions for future research are discussed, with an emphasis on the need for longitudinal studies and exploration of diverse educational contexts.</p>