Abstract: Based on the survey of 872 students in J District of N City, this paper adopts mixed research methods to analyze the impact of teacher and peer support on the English reading engagement of junior high school students. The results indicate that teacher emotional support, peer academic support, and peer emotional support all significantly and positively predict students’ reading engagement, with peer academic support demonstrating the most prominent effect. Notably, teacher academic support has a significant positive effect exclusively on female students’ reading engagement. Furthermore, both teacher emotional support and peer emotional support contribute significantly to the affective, behavioral, and cognitive dimensions of reading engagement. Accordingly, junior high school English teachers should establish a peer-assisted learning system to boost students’ behavioral engagement, tailor instructional strategies to align with boys’ cognitive characteristics to foster their autonomous reading engagement, and integrate teacher and peer emotional support to enhance students’ multidimensional reading engagement.