Are rural children of work-away parents really left behind? Voices from rural teachers

Fu, Linyun; Zhu, Yixin

doi:10.1016/j.childyouth.2020.105269

Cited by 10 publications

(29 citation statements)

References 36 publications

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“…Previous literature has explored many difficulties of children who are left behind by migrant parents in rural China (Jia and Tian, 2010 ; Cuong & Linh, 2015 ; Mu and Hu, 2016 ; Liang et al, 2017 ; Chen et al, 2019 ; Fu and Zhu, 2020 ; Guan and Deng, 2019 ; Gao et al, 2010 ; Liu et al, 2020 ; Liu et al, 2021 ; Wang et al, 2019 ; Wang et al, 2021 ). A large volume of evidence has found that LBC are at high psychological risk due to loneliness and feelings of isolation (Jia and Tian, 2010 ; Mu and Hu, 2016 ; Liang et al, 2017 ; Zhang, 2019 ; Liu et al, 2020 ; Shi et al, 2021 ; Wang et al, 2021 ).…”

Section: Psychological Challenges Of Lbcmentioning

confidence: 99%

“…Chen and Jiang highlighted that caretaking practices shape the behavioral problems of LBC and found that children who had two migrant parents and whose grandparents cared for them engaged less in delinquent behaviors (Chen and Jiang, 2019 ), demonstrating that grandparents provide considerable caretaking to LBC (Gao et al, 2010 ; Fu and Zhu, 2020 ; Yang and Liu, 2020 ; Xiao et al, 2020 ). Children living with extended family and grandparents may experience strict observation and supervision (Chen and Jiang, 2019 ).…”

Section: Grandparent Caretaking and Lbcmentioning

confidence: 99%

“…Furthermore, grandparents’ lack of academic skills limits their ability to cope with the needs of subsequent generations and adopt changing societal practices (Gao et al, 2010 ; Hu et al, 2019 ). Grandparents who receive remittances from migrant parents are able to spend less time on the burden of farming, allocate more time for LBC’s health and safety, and improve the academic performance of LBC (Chen and Jiang, 2019 ; Fu and Zhu, 2020 ). Therefore, migrant parents’ decision-making during both- or single-parent migration depends on the health status of the grandparents, which contributes to practical caretaking, strengthens the ability of migrant parents to stay away and is the best choice for migrant parents (Chen and Jiang, 2019 ).…”

Section: Grandparent Caretaking and Lbcmentioning

confidence: 99%

“…The relevant evidence shows that the number of LBC exceeds 61 million, almost one-fifth of all children living in China (All-China Women’s Federation, 2013; Zhang et al, 2014 ). Studies call these children who stay behind in rural village households with their migrant parents’ relatives or their grandparents for more than six months “left behind children” and “floating children” and the migrant parents “work away parents” (Jia and Tian, 2010 ; Wen and Lin, 2012 ; Mu and Hu, 2016 ; Liang et al, 2017 ; Chen and Jiang, 2019 ; Fu and Zhu, 2020 ). Many questions exist regarding why these migrant parents could not take their LBC and instead left them behind.…”

Section: Introductionmentioning

confidence: 99%

“…A previous study noted that parental migration leaves these children in a space of solitude, silence, and sadness (Jia and Tian, 2010 ). Furthermore, the literature notes that insufficient family care and love from parents causes cognitive and noncognitive problems, such as a lack of self-control, poor social interaction, aggressiveness, self-hate, and health issues in LBC (Jia and Tian, 2010 ; Jingzhong and Lu, 2011 ; Gaydosh, 2015 ; Hu, 2016 ; Liang et al, 2017 ; Tian et al, 2017 ; Fu et al, 2017 ; Chen and Jiang, 2019 ; Guan and Deng, 2019 ; Chen et al, 2019 ; Fu and Zhu, 2020 ; Gao et al, 2010 ; Lu et al, 2019 ; Hu et al, 2020 ; Hou et al, 2020 ; Xiao et al, 2020 ; Shi et al, 2021 ). Recent disruptions caused by COVID-19 are massive.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Word of Mouth from Left-Behind Children in Rural China: Exploring Their Psychological, Academic and Physical Well-being During COVID-19

2022

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COVID-19 has had considerable effects on people’s lives worldwide, particularly left-behind children in China as they tragically witnessed the outbreak. From the outset, millions of left-behind children in rural areas experienced extensive physical and psychological disturbances because their migrant parents who lived in the city or another province could not be with them. This study explored the psychological, academic, and physical well-being of rural left-behind children during COVID-19. We captured the experiences of 10- to 15-year-old children and adolescents who were left behind by their migrant parents before the COVID-19 outbreak. The results of the present study suggest that left-behind children have exhibited severe psychological illnesses since the pandemic has limited their social interactions with peers and increased improper caretaking from grandparents.

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Section: Psychological Challenges Of Lbcmentioning

confidence: 99%

Section: Grandparent Caretaking and Lbcmentioning

confidence: 99%

Section: Grandparent Caretaking and Lbcmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Word of Mouth from Left-Behind Children in Rural China: Exploring Their Psychological, Academic and Physical Well-being During COVID-19

2022

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

Tadesse,

Gao,

Khalid

2024

Child Abuse Review

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The 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.

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How rural school teachers can support the learning adjustment of left‐behind children under the ‘double‐reduction’ policy

Pi,

Huang,

Niu

2024

Future in Educational Research

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Quality‐oriented education under the guidance of the ‘Double Reduction’ policy aims to ensure all children grow in an all‐around way with different backgrounds. However, many left‐behind children (LBC) whose parents work away in cities have a greater tendency toward academic and mental problems compared with non‐left‐behind children. Teachers are the important adults in the lives of the LBC who spend much time staying with each other. This study draws from interviews with 16 rural primary and secondary school teachers. Guided by social support theory, this qualitative research highlighted the importance of teacher support on children's learning adjustment through social support networks. It argued that strategic guidance of teachers targets individuals' difficulties in the environment through emotional support, material support, information support and companionship. Under the ‘Double Reduction’ policy, teachers adopted tiered instruction and offered after‐school services to meet the needs of LBC. Finally, the result revealed that rural teachers help LBC change their learning attitudes, thereby promoting self‐learning ability.

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Are rural children of work-away parents really left behind? Voices from rural teachers

Cited by 10 publications

References 36 publications

Word of Mouth from Left-Behind Children in Rural China: Exploring Their Psychological, Academic and Physical Well-being During COVID-19

Word of Mouth from Left-Behind Children in Rural China: Exploring Their Psychological, Academic and Physical Well-being During COVID-19

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

How rural school teachers can support the learning adjustment of left‐behind children under the ‘double‐reduction’ policy

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