Abstract
This paper examines the social exclusion of rural Chinese children who are separated from their migrant parents, and outlines social care measures to address this issue. Based on a qualitative inquiry with 23 Chinese kin caregivers and five school personnel, we identify the psychosocial and relational impacts on children left behind in family, school and community contexts. The research sheds light on concerns for children’s social and emotional well-being and educational outcomes. We argue that this large-scale social phenomenon presents implications for social harmony and inclusion, and call for social work interventions to support families and communities to better meet children’s needs.
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