Left-Behind but Not Forgotten: Challenges and Strategies in the Educational Experiences of Rural Children in a Chinese County

Abstract

Left-behind children, those residing in rural areas while their parents migrate to urban centers for work, represent a significant demographic in China. These children face unique educational challenges stemming from parental absence, inadequate caregiving, and systemic disparities in rural education. Despite existing research on the psychological and social issues faced by left-behind children, limited attention has been given to the interplay of individual, familial, institutional, and community factors shaping their educational experiences. Thus, this study aimed to investigate the educational challenges and potential strategies to support left-behind children in Zhuzhai County, China, using an exploratory qualitative research design. Semi-structured interviews with 10 left-behind children and 9 teachers were analyzed thematically. The findings revealed critical challenges, including inadequate school resources, a shortage of qualified teachers, emotional and psychological struggles, limited academic motivation, and the burden of caregiving roles. Participants emphasized the need for targeted strategies such as extracurricular learning initiatives, teacher mentorship programs, emotional support services, and stronger parental and community engagement. The study highlights the importance of equitable resource allocation, professional development for rural teachers, and integrated emotional support systems. By addressing these systemic barriers, policymakers, educators, and communities can create inclusive learning environments that better support the academic and personal growth of left-behind children. These findings provide valuable insights to inform educational reforms and targeted interventions in rural China.