Left-behind Children Research Articles

Study Habits and English Learning Achievement of Left-behind Children in a Selected Rural Primary School: A Correlation Study

In the process of urbanization, a large number of migrant workers have appeared. Such migration often leads to the migration of rural youth to cities, leaving their children to the care of older relatives due to various restrictions. This situation requires social attention to the overall well-being of left-behind children, especially in their education. Lack of parental guidance and support due to long-term separation often leads to unbalanced academic and personal life, leading to problems such as passive participation, disinterest in learning, inattention in class and poor note-taking. This paper aims to explore the influence of learning habits and English learning performance of left-behind children in rural primary schools in Shandong Province. This provides comprehensive support for left-behind children in rural areas and cultivates their ability to learn independently.

Depressive symptoms among rural left-behind children and adolescents in China: a large-scale cross-sectional study.

Left-behind children(LBC) in rural China are at increased risk for mental health problems, including depression. This study aimed to estimate the prevalence of depression and identify key associate factors among Chinese rural LBC. A cross-sectional study was conducted using data from 36,612 LBC aged 6 to 18 years old across 596 data collection sites in Nanchong, Sichuan Province, China. Participants completed questionnaires assessing individual factors, family parenting situation, living events, and health-related data. Depression was measured using the Center for Epidemiological Studies-Depression Scale (CES-D). T-tests, chi-square, and logistic regression were performed to identify factors associated with depression. The overall prevalence of depression among LBC was 6.75%. Logistic regression analysis revealed that family parenting situations, such as being from blended families (OR = 1.45) or being cared for by other family members (OR = 1.64), and dissatisfaction with the parenting situation (OR = 1.57) were significantly associated with higher odds of depression. Living events, including being misunderstood (OR = 1.82) and having disputes (OR = 1.48), and health-related factors, such as chronic diseases and regular medication use (OR = 2.38), also increased the risk of depression. This study highlights the high prevalence of depression among Chinese rural LBC and identifies key associate factors, including family parenting situation, negative living events and health-related factors. Targeted interventions and policies addressing these factors are needed to promote the mental health of this vulnerable population.

The relationship between cumulative family risk and depression in left-behind children: a moderated mediation model.

This study proposed a moderated mediation model to examine the mediating role of core self-evaluation in the relationship between cumulative family risk and depression among left-behind children, and whether this process was moderated by school climate. A total of 415 rural left-behind children from 35 townships in Anhui Province (54.46% males; mean age = 12.53, SD = 2.27) were randomly conducted in June 2023 using convenience sampling. Data were processed and analyzed using SPSS 25.0 and PROCESS 3.3. After controlling for gender, age, grade, and left-behind type, cumulative family risk positively predicted depression in left-behind children (β = 0.18, p < 0.001). Core self-evaluation fully mediated the relationship between cumulative family risk and depression in left-behind children (indirect effect = 0.10, 95%CI = [0.06, 0.15]). Moreover, school climate moderated the relationship between cumulative family risk and core self-evaluation (the first half of the mediation pathway) (β =-0.13, p < 0.01). Specifically, as the school climate level increased, cumulative family risk became more predictive of core self-evaluation (Blow = - 0.001, p > 0.05; Bhigh = - 0.26, p < 0.001). Creating a favourable family and school climate and improving core self-evaluation are beneficial to reduce depression in left behind children.

Using Artificial Intelligence to Support Scientometric Analysis of Scholarly Literature: A Case Example of Research on Mainland China’s Left-Behind Children

Using Artificial Intelligence to Support Scientometric Analysis of Scholarly Literature: A Case Example of Research on Mainland China’s Left-Behind Children

Association between bullying victimization and mental health problems among Chinese left-behind children: a cross-sectional study from the adolescence mental health promotion cohort

Association between bullying victimization and mental health problems among Chinese left-behind children: a cross-sectional study from the adolescence mental health promotion cohort

The silver lining of parental migration on left‐behind adolescents' academic well‐being in China: A systematic review

AbstractThe well‐being, particularly academic performance, of left‐behind children (LBC) by their migrant parents has been studied. Although extensive literature pronounces the adverse impact of parental migration on LBC's academic outcomes, a growing body of evidence has found that these children might perform equally or even better academically than non‐left‐behind children (NLBC), which inspires the present review. This innovative study has systematically reviewed previous studies to provide evidence of a silver lining for parental migration and its implications. We searched for relevant studies from reliable sources and screened them between January and April 2023, following the PRISMA guidelines. After two authors independently screened the title, abstract and full text, 11 potential studies that met the inclusion/exclusion criteria were reviewed. The results indicate that eight eligible studies found no significant difference in academic performance between LBC and NLBC, while the remaining studies showed that LBC outperformed NLBC. Additionally, the age of left‐behind children, the duration and reasons for parental migration and household remittance practices were key factors in determining the resilience of LBCs towards academic engagement and performance. The present review findings suggest that future studies need to examine the positive consequence of parental migration on LBCs' academic and nonacademic outcomes by performing rigorous and robust methodology that unfolds and provides casual relationships, which insist on feasible practical and policy effective implications.

Interventions for left-behind children in Mainland China: A scoping review

BackgroundAs the discussion of Chinese left-behind children (LBC) continues, intervention programs dedicated to this population increase and diversify. While reviews have summarized intervention programs promoting LBC’s health and psychological wellbeing, there is no synthesis depicting a comprehensive picture. This scoping review systematically examines interventions tackling LBC’s various issues and identifies their design and foci. MethodWe performed a systematic literature search to extract intervention studies from four English (i.e., Web of Science, Scopus, Embase, & PsycINFO) and one Chinese (i.e., CNKI) database. The quality of the studies was assessed using the Mixed Methods Assessment Tool (MMAT). Two main rounds of deductive coding were performed on Nvivo 12 plus to identify the design and foci of the interventions. ResultsThirty-three articles were identified for our final review. Twenty-six were published in Chinese and seven in English. Existing interventions have tackled multiple psychological, social, physical, developmental, and sexual problems or needs of Chinese rural left-behind children. Among them, LBC’s psychological wellbeing has drawn the most attention. The majority of the reviewed studies performed a randomized controlled trial (N=20). Quantitative evaluation is prevalent, with only one study applying a purely qualitative evaluation. In addition, only two studies adopted validated interventions, while the others are self-designed. ConclusionsThe review results indicate several gaps in intervention studies for LBC. First, many existing interventions have considered LBC’s psychological and social wellbeing, while little effort has been paid to address their educational and intellectual development. Further, while existing interventions are concerned with LBC’s temporary needs, their long-term life planning, as well as their current self-efficacy and self-concept driving their actions towards future self, were neglected. As for the intervention design, empirically validated interventions are recommended for future studies for their verified efficacy and evidence-based standardized practice. In addition, a qualitative evaluation should be considered because it might be more powerful in eliciting realistic and viable solutions to improve the effectiveness and reliability of the interventions from the participants.

Does parental migration matter in access to academic high schools for left-behind children in China?

Does parental migration matter in access to academic high schools for left-behind children in China?

Digital Literacy and the Livelihood Resilience of Livestock Farmers: Empirical Evidence from the Old Revolutionary Base Areas in Northwest China

Enhancing the livelihood resilience of livestock farmers in the old revolutionary base areas helps them to cope with the increasingly complex external risk shocks of recent years and promotes the sustainable development of regional agriculture. This study is based on survey data from 1047 livestock farmers in the Ningxia and Gansu provinces of the northwest old revolutionary base area. It incorporates the characteristics of livestock farmers and the elements of psychological capital into the sustainable livelihood analysis framework to construct a livelihood resilience index system. After measuring livelihood resilience, this paper uses a general linear regression model and a probit model to explore the impact and mechanism of digital literacy on the livelihood resilience of livestock farmers. The results show the following: (1) digital literacy has a significant positive effect on the livelihood resilience of livestock farmers, and the impact of different dimensions of digital literacy on different dimensions of livelihood resilience also varies. Additionally, this effect also shows the heterogeneity in different village clustering forms and different income groups. In areas inhabited by ethnic minorities and among moderate-income groups, the role of digital literacy on the livelihood resilience of livestock farmers is more significant. (2) The improvement of digital literacy has a significant positive impact on livelihood resilience through three different pathways: the “differential mode of association”, learning channels, and types of income. (3) Digital literacy has led to the psychological aspects of rural hollowing-out problems among livestock farmers, which is particularly evident in families with only one type of caregiving burden (either only left-behind elderly people or only left-behind children). This problem is more evident. Therefore, this paper poses that the advancement of agricultural and rural economic development in China should not only focus on the cultivation of farmers’ digital literacy but also accelerate the construction of digital infrastructure to ensure the long-term effective mechanism of improving digital literacy. At the same time, in the process of promoting digital rural areas, attention should be paid to the psychological isolation issues that the network era brings to farmers.

“We must make sacrifices” - coping among left-behind adolescents in Georgia after parental migration

Abstract Background Adolescence is challenging, particularly for those left-behind in their countries of origin while parents out-migrate for work. The Eastern European country Georgia has one of the highest percentages of left-behind children and adolescents worldwide, yet how they cope with migratory separation remains unknown. This study is the first to explore strategies of Georgian left-behind adolescents to cope with parental absence. Methods From December 2021 to January 2022, we conducted 29 narrative interviews with left-behind adolescents aged 12-18 in Georgia. We purposively sampled participants from a relatively large public school in the Samegrelo region, the second-largest region of Georgia. Interviews were audio-recorded, transcribed, and coded using NVivo 12. Resilience theory underpins this study, and reflexive thematic analysis is applied to identify main themes and sub-themes. Results Under the overarching theme of coping and resilience, we identified the following four main themes: (1) the time dimension (2) family connectedness (3) positive attitudes and self-care (4) social interactions beyond the family. Our findings revealed that adolescents whose parent(s) migrated when they were toddlers coped well, while children aged 6-10 felt heavily affected and vulnerable. Closeness with the migrant parent, siblings, caregivers, and other family members was crucial for children’s coping. Self-care, self-encouragement, and positive attitudes helped them overcome negative emotions related to parental absence. Awareness of parents’ motivation to migrate and appreciation of material benefits positively contributed to adolescents’ coping and resilience. In addition, those with many friends coped better and were more resilient than socially less active peers. Conclusions Self-motivation, positive attitude, supportive family, and social interactions help left-behind adolescents to cope with negative emotions related to parental absence. Key messages • left-behind children especially at the age of 6-10 need support to cope with migratory separation. • Interventions are needed to strengthen family ties and support children in intensifying social interactions beyond family.

Labour migration and mental health of left-behind children in Georgia: a mixed methods study

Abstract Background Global migration is on the rise, and as a result, millions of children are left in their home countries while their parents migrate abroad. Little is known about the mental health of left-behind children (LBC) in Eastern Europe. The study addresses this research gap in Georgia, a leading migrant-sending country in the region. Methods Applying convergent parallel design, this mixed methods research integrates a qualitative study with schoolteachers from six public schools in Samegrelo and Guria regions (6 focus group discussions and 6 in-depth interviews) (i); a school survey with 933 adolescents (ii) from 18 public schools, (12-18 age group, internalizing and externalizing problems assessed with Aschenbach’s “Youth Self-Report” questionnaire), and a qualitative study using life-narrative interviews with 39 adolescents (iii). We analysed qualitative data using reflexive thematic analyses and applied multiple linear regression to analyse quantitative data. Results The Quantitative and qualitative findings converge in some respects while diverging in others. Schoolteachers perceive migratory separation as a traumatizing life event, making children vulnerable to mental health issues. Similarly, schoolchildren perceive separation from parents as a stressful life event; however, they also acknowledge positive aspects of migrant labour, such as material benefits. From the perception of LBC, close family ties, friendships, school support, and optimism help with coping. This study also revealed a gender disparity, with boys exhibiting more rule-breaking behaviour and girls performing worse on most Youth Self- Reported syndrome scales. Regression analysis showed associations between adolescents’ problem behaviours and relationships with family members, friendships, and school environment. Conclusions This research found that parental migration effects on children are complex and depend on individual and transnational family characteristics. Key messages • Left-behind children may need emotional and academic support. • Strengthening family ties, supportive school environment and friendships contribute to adolescents’ coping with parental migration.

Improvement in the psychological resilience of rural left-behind children: The influence of social services from 15 social organisations

This study explores improvements in psychological resilience among rural left-behind children in China through social services provided by social organisations. Semi-structured interviews were conducted with leaders and social workers from 15 social organisations. The results revealed that left-behind children’s academic adaptation improved significantly. However, there were cases of failure to enhance physiological and psychological adaptation. This study provides guidelines for policymakers to formulate targeted support policies, for social organisations to assess their service quality and for service providers to change their role to collaborators, thereby jointly helping rural left-behind children improve their psychological resilience.

Empowering Rural Left-behind Children in Meizhou, Guangdong: SIPS Model-Based Approach to Promoting Reading and Fostering Holistic Development

Objective: Under the dual influence of globalization and urbanization, the issue of left-behind children in rural areas has become increasingly prominent. Taking Meizhou, Guangdong Province, as a case study, this paper underscores the urgency of promoting reading activities for these children in this major agricultural hub in southern China. Methods: Leveraging a comprehensive approach that integrates online searches, official data, and other information-gathering techniques, the paper delves into the specifics of the challenge.The SIPS model, consisting of Resonance, Confirmation, Participation, and Sharing, offers a fresh perspective on tackling the challenge of promoting reading among these children. It explores how the collaboration of multiple stakeholders, including university student volunteers, government agencies, and private enterprises, can harness tools such as simulated data and data integration methods to gain a nuanced understanding of the reading needs, obstacles, and untapped resources of left-behind children. Results: The paper outlines a series of actionable strategies under the SIPS model to advance reading promotion activities for left-behind children in rural Meizhou, thereby fostering their holistic development and contributing to local rural progress. Conclusion: By engaging stakeholders and utilizing methods like simulation data and data integration, the paper proposes practical strategies to create a richer and healthier reading environment for left-behind children, ultimately contributing to their development and the overall progress of rural communities.

Urbanization and substance use in left-behind children and adolescents: a systematic review and meta-analysis.

Inequalities in job opportunities between urban and rural regions have driven many parents to move from rural to urban regions with aims to improve household income. Financial and political barriers prevent children from moving with their parents, meaning that their children become left-behind in rural regions. This study aims to meta-analyse the risk of drinking, smoking, illicit drug use and drunk experiences in left behind children (LBC) and non-LBC. Previous studies have indicated the negative effects of prolonged parental separation on children and adolescent mental health. Parental separation and poor mental health have both been identified as proximal risk factors for substance use in adolescence. The results indicated that LBC were at significantly greater risk of drinking, smoking, using illicit drugs, and having drunk experiences. Positive psychology interventions are required to help provide LBC with positive coping strategies against psychological distress. Policy changes to reduce inequalities in job opportunities between urban and rural regions are required to reduce the prevalence of LBC.

Coping with parental migration: A qualitative study on the social adaptation of left-behind children in Henan, China

This study explores the key challenges faced by left-behind children and examines their coping strategies, with the aim of proposing methods to enhance their social adaptation. Employing qualitative in-depth interviews, the research gathers data from left-behind children in rural areas, identifying a spectrum of coping strategies related to parental migration and evaluating their effects on social adaptation. These strategies include acceptance, environmental adaptation, the use of social media platforms like short-video apps, seeking social support, engaging in recreational activities, emotional self-regulation, and maintaining a positive outlook. The study offers a fresh perspective and framework for the social adaptation service system and advocates for the development of a social work model tailored to rural left-behind children.

The Mediating Role of Psychological Capital in the Relationship between Insecure Attachment and Subjective Well-being of Chinese Left-behind Children

The rising number of left-behind children in China, particularly in rural areas, underscores the urgent need to understand the complex interplay between insecure attachment and subjective well-being among this vulnerable population. The absence of one or both parents during their developmental years exposes these children to unique familial dynamics, contributing to unmet emotional needs and compromised parent-child relationships. Insecure attachment patterns often emerge as a consequence, further exacerbating the risk of mental health challenges. This study employs regression analysis and difference analysis to investigate the relationship between insecure attachment and subjective well-being among left-behind children, with psychological capital as a mediating variable. By elucidating the mechanisms underlying these associations, this research aims to inform targeted intervention strategies tailored to the needs of left-behind children.The findings underscore the multifaceted nature of subjective well-being in this population, emphasizing the importance of comprehensive interventions that address social, emotional, and psychological needs within familial and peer contexts. By fostering supportive relationships, enhancing emotional resilience, and promoting positive coping strategies, interventions can mitigate the adverse effects of parental migration on the well-being of left-behind children. While this study contributes valuable insights, future research should consider incorporating mixed-method approaches to capture the nuanced experiences and perceptions of left-behind children, thereby enhancing the validity and comprehensiveness of findings.

Parental Educational Attainment on Adolescent Educational Development: A Multi-Group Analysis of Chinese Left-Behind and Non-Left-Behind Children.

Utilizing data from the China Family Panel Studies (CFPS), this research focuses on the differences and mechanisms of intergenerational educational transmission between left-behind and non-left-behind children using structural equation modeling and multi-group path analysis. The findings indicate that significant intergenerational educational transmission effects exist in both groups, with parental educational attainment significantly impacting children's academic performance. Further mediation analysis demonstrates that parental educational attainment influences children's academic performance through the chain mediation effects of parental educational expectations and self-educational expectations. Multi-group path analysis reveals distinct mechanisms affecting academic performance: among non-left-behind children, parental educational attainment exerts a stronger direct influence on academic performance, while self-educational expectations are more influential for left-behind children. Additionally, the path coefficients for the effects of parental educational expectations and self-educational expectations on academic performance are higher for left-behind children than for non-left-behind children. Consequently, educational interventions should focus on enabling parents of left-behind children to effectively convey educational expectations through indirect methods (e.g., phone or online communication) and on enhancing left-behind children's self-educational expectations through school and community support to facilitate academic achievement in the absence of direct family support.

The impact of non-agricultural employment of parents on the cognitive abilities of left-behind children in rural areas

The impact of non-agricultural employment of parents on the cognitive abilities of left-behind children in rural areas

Depressive disorders in Chinese left-behind children and adolescents from Yunnan province: prevalence and association with self-harm behaviors

BackgroundThe prevalence of clinically diagnosed depressive disorders (DD) in Chinese left-behind children (LBC) remains unknown. We aim to estimate the prevalence of DD, discuss the associations between DD and self-harm (SH) behaviors in a large representative sample of Chinese LBCs chosen from Yunnan province.MethodsA total of 5462 LBCs were selected from the most recent datasets of the Mental Health Survey for Children and Adolescents in Yunnan (MHSCAY), a mega population-based two-phase cross-sectional survey. Weighted prevalence rates and designed Logistic regression were adopted to estimate the prevalence of DD and the association between DD and SH.ResultsThe weighted prevalence of lifetime and current DD were 4.22% (95% CI: 3.13-6.00%) and 3.84% (95% CI: 2.85-5.00%) in Chinese LBCs. Higher lifetime and current DD prevalence rates were observed in girls and those reported adverse parental marital status and SH behaviors. The absence of DD was associated with significantly decreased odds of SH behavior (OR = 0.06), repetitive SH (OR = 0.09), using multiple SH methods (OR = 0.09), and severe SH (OR = 0.15). Subsequently performed stratified analyses identified prominent effect modification by sex and age, as a stronger association between DD and SH was found in girls (OR = 0.02 versus OR = 0.07 in boys) and younger adolescents (OR = 0.08 versus OR = 0.22 in older adolescents).ConclusionThe prevalence of DD was high in Chinese LBCs. DD was associated with prominently increased risk of SH behaviors in LBCs. Attention and intervention are needed in this vulnerable population.

An intervention study of poly-victimization among rural left-behind children based on the theoretical framework of planned behavior

BackgroundPoly-victimization (PV) not only threatens physical and mental health but also causes a range of social problems. Left-behind children in rural areas are more likely to experience PV problems. However, there have been fewer studies on PV among rural children, and even fewer intervention studies.ObjectiveThe difference-in-differences method was employed to analyze the impact of intervention measures, based on the theory of planned behavior, on PV among left-behind children in rural areas.MethodsThe study subjects were left-behind children from six middle schools in two cities in southern China, who completed the baseline survey from 2020 to 2021. They were divided into a control group and an intervention group, each consisting of 228 cases, based on their schools. Before and after the intervention, the Self-made victimization-related knowledge, attitude, and practice questionnaire, Poly-victimization scale, and Middle school students’ coping style scale were used to evaluate the victimization-related KAP(knowledge, attitude, and practice), victimization occurrence, and coping styles of left-behind children, respectively. Stata 15.0 was used to establish a difference-in-differences regression model to analyze the impact of the intervention measures on poly-victimization and coping styles.ResultsMixed Anova revealed that after the intervention, the KAP scores of the intervention group were significantly higher than those of the control group (p < 0.05). After the intervention, the incidence of child victimization in the intervention group dropped to 9.60% (n = 22), lower than in the baseline survey, with a statistically significant difference (p < 0.01). The incidence of PV among children in the intervention group was lower than that in the control group, with the difference being statistically significant (p < 0.01). The net reduction in the incidence of PV among children was 21.20%. After the intervention, the protection rate for preventing PV among children was 73.33%, and the effect index was 3.75. The intervention improved children’s coping styles, problem-solving, and help-seeking, while reducing negative coping styles such as avoidance and venting, with the differences being statistically significant (p < 0.05).ConclusionIntervention measures based on the theory of planned behavior reduce the occurrence of PV among left-behind children, and the intervention effects on different types of victimization are also different.