ISSN: 2226-6348
Open access
The purpose of this study is to deal with the increasingly serious challenge of left-behind children in China under the rapid development of China's society and focus on building specific improvement measures and operable countermeasures to solve the educational and psychological problems of rural Left-behind children in China. To achieve this goal, the research adopted a qualitative phenomenological research method to explore the views and experiences of professionals in related fields on the issue of Left-behind children in China. This study focuses on the situation of Left-behind children in rural areas in China. Through interviews, the researchers conduct face-to-face or online interviews with school administrators, psychologists, and practitioners in other relevant fields to obtain their unique views and experiences on the education and psychological problems of Left-behind children in China. The interview employed open-ended questions and encouraged respondents to express their thoughts and stories plainly, to reveal specific measures and effective countermeasures to solve the problem. By collecting and carefully analyzing interview data, we extracted key themes and models to deeply understand the role and contribution of education administrators and professionals in promoting the education and psychological health of rural Left-behind children in China. The results of the study provide empirical support for the development of specific improvement measures and operational countermeasures for Left-behind children in China and offer useful guidance and suggestions for relevant decision-makers and practitioners. Through this study, we hope to provide practical insights and solutions to the educational and psychological problems of rural Left-behind children in China. At the same time, this study suggests references for social managers, educators, and researchers in China and other similar regions to jointly address the problem of Left-behind children in China and flourish their comprehensive development and healthy growth.
Bogdan, R., & Biklen, S. K. (1997). Qualitative research for education. Boston, MA: Allyn & Bacon.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard university press.
Croker, R. A. (2009). An introduction to qualitative research. In Qualitative research in applied linguistics: A practical introduction (pp. 3-24). London: Palgrave Macmillan UK.
Chen, W. W. (2023). The Concern Orientation and Educational Countermeasures of Left-behind Children in China's Mental Health Problems. Chinese Teachers, (05), 34-37.
Dong, Y. H. (2023). Research on the Education of Rural Left-behind Children in China in the New Era. Intelligence, (03), 17-20.
Fan, X. (2022). Unpacking the association between family functionality and psychological distress among Chinese left-behind children: The mediating role of social support and internet addiction. International Journal of Environmental Research and Public Health, 19(20), 13327.
Glaser, B., & Strauss, F. (2009). The discovery of ground theory: strategies for qualitative research. Renewed from 1967 edn.
Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. The elementary school journal, 86(2), 217-247.
Hallinger, P. (2010). Developing instructional leadership. Developing successful leadership, 61-76.
Hallinger, P. H. I. L. I. P. (2012). A data-driven approach to assess and develop instructional leadership with the PIMRS. Tools for improving principals’ work, 47-69.
Han, Z. (2023). Talk About the Education and Management of Left-behind Children in China and Solutions. Collected Papers of Academic Conference of Teachers Development Forum of Guangdong Teachers Continuing Education Association (III), (pp. 491-494).
Hoy, W. K., & Miskel, C. G. (2008). Educational administration: Theory, research, and practice. (No Title).
Li D. X. (2023). Education Dilemma and Solutions for Left-behind Children in China in Mountainous Areas. Teaching and Educating People, (11), 9-11.
Li, L. Z & Li, B. N. (2023). Study on the Learning Situation and Educational Countermeasures of Left-behind Children in China in Mountainous and Rural Areas - Take Lishui As An Example. Journal of Lishui University, (03), 97-104.
Li, Y. M. (2021). School Action of Caring for Rural Left-behind Children in China: Based on the Field Survey of Jiangsu Xuyi N Primary School.
Liu, N., Li, X., Ding, X., Liu, H., & Zhang, X. (2023). Mediating roles of perceived social support and sense of security in the relationship between negative life events and life satisfaction among left-behind children: A cross-sectional study. Frontiers in Psychology, 13, 1100677
Liu, S., Chongsuvivatwong, V., Zhang, S., & Thearmontree, A. (2023). Pathway of Effects of Socioeconomic Status on Rural Left-behind Children to Receive Oral Health Services: A Structural Equation Modeling. International Journal of Environmental Research and Public Health, 20(2), 1068.
Liu, S. F. (2019). Education of Rural Left-behind Children in China and Rural Family Education.
https://m.thepaper.cn/kuaibao_detail.jsp?contid=2866352&from=kuaibao
Liu, H, Zhou, T. M., Zhang, C. L., & Wang , X. T. (2023).Research Progress on the Effects of Parent-Child Separation on Left-behind Children’s Depression. School Health in China. https://doi.org/10.16835/j.cnki.1000-9817.2023.10.034
Mao, M., Zang, L., & Zhang, H. (2020). The effects of parental absence on children development: evidence from left-behind children in China. International journal of environmental research and public health, 17(18), 6770.
Ren, Y., & Li, M. (2020). Influence of physical exercise on social anxiety of left-behind children in rural areas in China: The mediator and moderator role of perceived social support. Journal of Affective Disorders, 266, 223-229.
Rus, A. V., Lee, W. C., Salas, B. D., Parris, S. R., Webster, R. D., Lobo, A. R., ... & Popa, C. (2020). Bronfenbrenner’s ecological system theory and the experience of institutionalization of Romanian children. New approach behavioral sciences, 237-251.
Tong, L., Yan, Q., & Kawachi, I. (2019). The factors associated with being left-behind children in China: Multilevel analysis with nationally representative data. PloS one, 14(11), e0224205.
Wang, F., Lin, L., Lu, J., Cai, J., Xu, J., & Zhou, X. (2020). Mental health and substance use in urban left-behind children in China: A growing problem. Children and Youth Services Review, 116, 105135.
Wang, Q., & Liu, X. (2022). How beliefs about adversity predict depression among Chinese rural left-behind adolescents: The roles of self-esteem and stressful life events. Children and Youth Services Review, 132, 106308.
Xing, T. (2022). Study on the Current Situation and Improvement of Mental Health Education for Left behind Children in Small Town Schools -- a Case Study of s Primary School in a County of Anhui Province.
Zhao, C., Zhou, X., & Wang, F. (2017). Care for Left-behind Children in Rural China: A Realistic Evaluation of A Community Based Intervention. Children and Youth Services Review, 82 (1), 239-245.
Zhao, K., Chen, N., Liu, G., Lun, Z., & Wang, X. (2023). School climate and left-behind children’s achievement motivation: The mediating role of learning adaptability and the moderating role of teacher support. Frontiers in Psychology, 14.
Zhao, Y. (2018). A Study on the Leadership Effectiveness of Rural Primary School Principals: A Case Study of Three Primary Schools in x District of Huainan City.
(Yifan et al., 2023)
Yifan, W., Mengmeng, Y., & Omar, M. K. (2023). Exploration Of School Administrators’ Experiences On Perceiving Left-Behind Children In China. International Journal of Academic Research in Progressive Education and Development, 12(4), 1255–1278.
Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode