This study examined relations of social sensitivity to socioemotional and school adjustment in Chinese and Canadian children. Participants were fourth‐ to eighth‐grade students (Mage = 12 years) in China (n = 723) and Canada (n = 568). Data were obtained from multiple sources. The analyses revealed that the pattern of relations between social sensitivity and indexes of adjustment differed in the two countries. Social sensitivity was negatively associated with social and school adjustment and positively associated with psychological distress in Canadian children. However, social sensitivity was positively associated with school competence and psychological well‐being in Chinese children. The results indicate that children's social sensitivity may have different functional meanings in Chinese and North American societies.