Chinese Endeavors to Enhance the Welfare of Left-Behind Children: A Literature Review
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Published
Feb 28, 2025
Abstract
The issue of left-behind children has been a serious concern of Chinese society. The Chinese government and other entities have experimented with a wide range of measures to create a sound environment for their growth. This article is a survey of existing assistance measures for improving the welfare of left-behind children in China based on a literature review of 27 prior studies. The study spots four chief categories of measures in the literature: legislative protection, social support, school assistance, and technological backing, giving each of them a detailed description. The outcomes and challenges of the work on the care and protection of left-behind children are also discussed.
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Keywords
Left-Behind Children, Welfare, Care and Protection, Assistance Measures, Literature Review
Supporting Agencies
No funding sources declared.
References
(The 26 Studies included in the literature review are marked with asterisks)
*Chen, J. & Wang, M. (2018). The construction of the community and social protection networks for left-behind children: Using the experiment with innovative public service in T Village, D County as an example. Lanzhou Academic Journal, 2018(6), 172-186. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy3D9zAn9lJ_JNvJ7E7gsRgWDder2yPPHsnm2yyIOvywgbJVL8SJrhAqxyGXu9Tpdl5dc8BLTQsmD6p4j8PwDea8Drx25FRFvvevQUYcYBYYuoUwmaHL1KJAzrsJkUOb-FZu3jl97QS6AoskO1R-6SMH995UQElkv6TsvJnARJ9LpA==&uniplatform=NZKPT&language=CHS
*Cui, L. & Xiao, Y. (2022). Improving the rural social support system in the context of the rural revitalization strategy: Measures for enhancing social adaptability of left-behind children. Journal of Soochow University (Education Science Edition), 2022(1), 20-30. DOI: https://doi.org/10.19563/j.cnki.sdjk.2022.01.003
*Du, Y. (2024). The possibility of healthy growth in rural left-behind children: Protection from the neighborhood community. China Youth Studies, 2024(5), 70-77. DOI: https://doi.org/10.19633/j.cnki.11-2579/d.2024.0057
*Fu, W., Liu, Z., & Tang, X. (2022). Does “Smart Homework” help reduce the academic burdens of left-behind children? An analysis based on survey data from 78 counties (districts) in Jiangxi Province. Education Research Monthly, 2022(8), 85-93. DOI: https://doi.org/10.16477/j.cnki.issn1674-2311.2022.08.002
*Hou, C. (2018). Legislative protection for left-behind children. People’s Education, 2018(7), 28-30. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy0kkiNQf5x7cxzjWNA5Dl-59TnyuJ5E9nEiQupUH3vYExc04EIwPYHq14-yAU7aEZEqk7qzOKgJeOmCXI7XvTlbhrC-BnY38fCin08VX3Y6zQZWg-bpQHY3dIs5-Jdx64SK9t3LWBgITZa31kKxnze72NgnLVfhb4Fbe7BZbJvaiw==&uniplatform=NZKPT&language=CHS
Ke, Q., Tian, X., Bao, T., Lin, J., Ma, X., & Zhang, S. (2022). Smart homework: Basic principles and practical directions. China Educational Technology, 2022(12), 74-83. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy3j_Mcl3xGZjtjTIM56RKtMQ5y261yYvahSRe1Tmo8a_igq5Xvll8i8eHnXoTJRZt23Bf_aj5pUIYqZHndbMIbfLJrs4wOcqEEH_AKti2NZR7XIKgFKLrw5JgEjEUiQVNLBnDTyN5EwH-o7ZNslWIUjl1YlvTWBu3xJO2-dp7Lvng==&uniplatform=NZKPT&language=CHS
*Li, H. (2017). The protection of the rights and interests of rural left-behind children from the perspective of targeted poverty alleviation. Academic Exchange, 2017(4), 145-149. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy1vgYOx47-kQbVQoN-7tlrN947x6S4aSX3oP5wZDnTnb89qTiV7OC7u_RJT9ogtxemJWvz0HEfhyVTRgT56axOdUDURgm4QiHzgP9I6lbD2GgJVdb3IYrMHVtW3mNEhz7i2WuI3n3S03rAEAr1C_MxqkvvjXcCKrACyofQM8J62iQ==&uniplatform=NZKPT&language=CHS
*Li, S., Zhu, X., & Hu, H. (2019). Prevention of infringements on the rights of rural left-behind children from the perspective of welfare governance. Journal of Hebei University (Philosophy and Social Sciences Edition), 2019(5), 133-139. Available at: https://link.cnki.net/urlid/13.1027.C.20190919.1226.034
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*Lin, M., Zhu, Y., & Lu, M. (2017). Design and application of a WeChat public platform for rural left-behind children. China Educational Technology, 2017(8), 113-117+127. Available at: https://link.cnki.net/urlid/11.3792.G4.20170821.2110.036
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*Ma, L. & Cui, J. (2024). The role of after-school service in promoting mental health in left-behind children. Chinese Journal of School Health, 45(1), 160-161. https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy0_h57qSyhXfxzzqy7n6wzlvPaVQlVdcka6sbeEX2IeGdZ02Yth-nn11qfSRnxDoPISm8pTmLfB1zjhm1JETEV5fuo6a2n2_TsdnFtlt-Vfxlfp2jJwd7G1tv-2h6TpR6LUQ_S1Pn--PWu4e9-ZT27f87quJ5TAaR0cIe7FExFOAw==&uniplatform=NZKPT&language=CHS
*Pu, H. (2019). Legislative guarantees of the care of left-behind children. People’s Tribune, 2019(24), 60-61. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy2GtBUIkxwzbISfk_ZQBvtM-Lp1f56JkZflTjF8w_p6EtcnXmy99ZRwn_FpE3XlewhtyiPugo-_Xcyf8Qi5BsLl-FytSqaI4kX6Yuw9T467esKKUhVePpdlEML-CrEXVztdoKxkyJW5Y3hDy7oaURL_cG0t5i2TGd546SWz05KaVA==&uniplatform=NZKPT&language=CHS
*Pu, R., Cui, X., & Qian, J. (2024). How does home-school partnership affect the social and emotional development of left-behind children? Educational Research, 45(6), 101-114. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy08Y3Fv3GRBqMt2f-Gcpn8Pi_Ze08Y8imIuHQPaz890hXTYXFPv9w72V3kwJTa21qPAgHbUopq3ICa5lET3wjrGolQZIiX0e1b3o8JY4MwcvN07xqQmzm1uSSxAkuFztqTNVX55Dc7I-bBU3zN_PaTlYbXTL-OLoL3e7Z0sc-ru_w==&uniplatform=NZKPT&language=CHS
*Qi, W. (2017). The school-based assistance pattern for rural left-behind children. Contemporary Educational Sciences, 2017(2), 7-12. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy1P77FrVSIoxDtGabi7NQkcLlw6hHJunVeM3LsxJDYcObhrkkk2e8q5PFiFJZ7P-G4WwFzs7UwmRGn92-YhYdweBVZ5tc_Ki5-QasSJT4JGudRsKF8Et18QkNJykXcidusuhEo68tk7aZeBJ-3T0KOXIn9gUztJNl_YRSK--Qh3bw==&uniplatform=NZKPT&language=CHS
*Qiu, Z. (2016). The particularity of the issue of “family bond vacuum” among left-behind children and prevention. Journal of the Chinese Society of Education, 2016(5), 37-41+80. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy29YjXVM9am6ak7LBhX_Yx8tFUShvVP0UJ8IyTeHuPS-ZNV9U0gNUY5Is1TVSGYi0OyVnrRsfQd5uBvHWrX84kMHLE29KmvGIeaU04spCWuWwX6AFsOdkd7ikpFNPk_RG_xIEIK_iaI0RuJBuQG_B7hAaeSDm0ugMvhlq-Wqga78A==&uniplatform=NZKPT&language=CHS
Qu, X. (2017). The negative impact of inappropriate social assistance on left-behind children. Journal of the Chinese Society of Education, 2017(2), 105. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy3KitEM2HTkLq2o1-dz1kOKZw3G8ubDK2twqgkgDUrWiqjySDSuvVT9R0GBCVkUuz6xov0tbgCGCO1vC2J--6crKWa-hSgMlgn840TZcEpiKBOp3b7sSjPxcSp_btDj0TcoLpQnqmudhncjj9l-rXyC92I6qZl2bo2NSu4f0oF64A==&uniplatform=NZKPT&language=CHS
Shi, L. (2016). Rural left-behind children care services: effects, challenges, and countermeasures. Journal of Henan Normal University (Philosophy and Social Sciences Edition), 2016(3), 91-95. DOI: https://doi.org/10.16366/j.cnki.1000-2359.2016.03.017
*Sun, X. (2017). Precision poverty alleviation for rural left-behind children. Journal of the Chinese Society of Education, 2017(6), 30-34. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy3Vuc3eKLLmp4xT135DuInWZMEEY77xw1s-dBa1_choGlYvSILW1W7HHpRLvlJD4RvnJCQZLJYYaJeylhj-7kFLlssLLy8jkZG54hYG1C51whGPd0UDxlPsnqwAZczNpBclfl7SSCz7YdCWhyTtD5VzSHVgGIj_cdUrYxKnIjYl6A==&uniplatform=NZKPT&language=CHS
*Tong, L. (2016). An interpretation of the State Council’s policies on the protection of left-behind children. Journal of Chinese Youth Social Sciences, 35(4), 129-134. DOI: https://doi.org/10.16034/j.cnki.10-1318/c.2016.04.024
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*Wang, S. & Liu, S. (2020). Risks of deviant behavior in rural left-behind children and the construction of the prevention system. Educational Science Research, 2020(9), 73-78. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy2sMxaDZ-pST-Ho9tP59G9sLiEIybbSBskCjWtLPjT6WL2wSkjG0slezZaElD1uHMkTiXj9spMAgm24R6A2ryfvueIv1Xdw8xKtTsZ29HtMNOdC7wzvRq-I-GotI4tSGkh0g1DbALZwbi8fyDVe9Yhm3qgNsSLkS0ubqqsQCQt1qg==&uniplatform=NZKPT&language=CHS
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*Ye, S. & Cheng, X. (2018). The education and care provision mechanism for rural left-behind children in the “Triangular Service Model”: A case study of Hefei City, Anhui Province. Journal of Chinese Youth Social Sciences, 37(4), 70-78. DOI: https://doi.org/10.16034/j.cnki.10-1318/c.2018.04.013
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Zhang, B. & Li, W. (2016). The issue of left-behind children in rural China and its governance. Journal of Chongqing University (Social Sciences Edition), 2016(2), 200-206. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy1_W8SWCIzH7aIb_ORYbhJyQFmS2IBPe2lh_6V3Qu5D3hbSteX1Xw9kAVtcy7h4lilyANih_sY1j-ZlSD3xqXZLmwl9Ch8Yj4mRRexqV1QTIqUqISPCrBsfcRYdFvnmaHDCjFzhZWhGifxZAE3wlK2PMLmJWCsOMr57_u2PAbIG-g==&uniplatform=NZKPT&language=CHS
*Zhang, D. (2020). Legal protection of the rights and interests of rural left-behind children. Agricultural Economy, 2020(2), 80-82. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy15eWunEbYLmG0FJOPkI9WibLm1whNakvi-8bu0R1jZLJDIiQ9Fol4wywiCJ2Sh5V_L2d7n-Ox2ZFcZtVdAXZOCKShrh9f8pyIT8Ue_ev-KqjgVAuxOxqaPRWm2ipjkQ2iQLCeFewRcmJc0wsWmP7GvW0nPiOnp3IIMpYUe092suQ==&uniplatform=NZKPT&language=CHS
*Zhao, Y. & Tian, J. (2017). Construction of an information technology-embedded social assistance system. Studies in Philosophy of Science and Technology, 34(2), 124-127. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy0A86fKCqxgU-8SouPd-RGKHB7Es1325D9BGLNcGUVPMuoGV4IgghnphQpLuRv87YqXdMmQW1UK1gtTV-mLfs8FLcMNW5Evvf3FU7ea7P3x8fN594YMMKXZsRbxPMyzH3QEOP8nioANVedX1YGBYRl9uU53AxUxcTtU_nLXjLUwAQ==&uniplatform=NZKPT&language=CHS
Zhang, G. (2016). A literature review on mental health of left-behind children. Journal of Shandong Normal University (Humanities and Social Sciences Edition), 2016(5), 119-129. DOI: https://doi.org/10.16456/j.cnki.1001-5973.2016.05.011
*Zhang, G. & Zhu, D. (2019). The effects of football on the perception of loneliness in rural left-behind children. Chinese Journal of School Health, 40(9), 1410-1412. DOI: https://doi.org/10.16835/j.cnki.1000-9817.2019.09.038
*Zhao, L., Jiang, B., & Li, K. (2020). How teacher support affects the academic adaptation of rural left-behind children: An investigation in a county region. Teacher Education Research, 32(2), 102-109. DOI: https://doi.org/10.13445/j.cnki.t.e.r.2020.02.016
*Zheng, H. & Li, J. (2014). The community-based education for rural left-behind children during the economic transformation. Rural Economy, 2014(3), 27-31. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy3RBDgmNJpCfWA6OiUjO6RAS2IXPOuuVo919v2FuoV6CMzxibhIOezV6Ot_0OkpP6AoxXCsgOEFdQXkkTDdnRMrakcZySjBjhfxW-sGmjHsBxQ_0_k7E8V0j8Vdwi0C5qHdYPC6K4pMKRXR5f_k1yrdsQN4x5xq9PS_1pPjVoUH6A==&uniplatform=NZKPT&language=CHS
*Zhou, A. & Wang, Y. (2021). The issue of educational equity in left-behind children and governance strategies. Hunan Social Sciences, 2021(3), 146-154. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy1QGjDkEQAA4cI01NmYyTXk3SxWFZbzKQnKtShnNG7LP2kFSs1qENkMlYTSkp2xVd9zhRZcPAm_jLXGmhdRu92VYWDcE68qwBn5-DP62kmvPzZGYQLqjrgFXOMPD-kauNaubgFMspPq9uKGX8tNHniSNfi1FqxIgzXU0HgfdqguOQ==&uniplatform=NZKPT&language=CHS
*Zhou, Z., Cai, Y., Gu, T., Lyu, Y., Ren, C., Stewart, M., & Stone, S. (2019). Big data-informed welfare policies for rural left-behind children. Social Security Studies, 2019(5), 79-87. Available at: https://link.cnki.net/urlid/42.1792.F.20191015.1721.015
*Zhu, X. & Bo, Y. (2020). The all-round development of rural left-behind children and the construction of a comprehensive support system. Peking University Education Review, 18(3), 104-120+189-190. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy3b3qD1J1Q-OZxLXM_7WDS-kppN6t8g5b7i5jh8VMUjFKdy8Yzj-FzRsWcNtWaT8dVvf0JalZZXE0LhN9ArxK4nkdqRLOLOBoHI2ND6iWVLS3TmoY9EjopDVQ5nfirj1qd7sJ_G5YdDmwKH7LIT-xYJvS8bsiCi13J1OTnqpCgfzw==&uniplatform=NZKPT&language=CHS
*Chen, J. & Wang, M. (2018). The construction of the community and social protection networks for left-behind children: Using the experiment with innovative public service in T Village, D County as an example. Lanzhou Academic Journal, 2018(6), 172-186. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy3D9zAn9lJ_JNvJ7E7gsRgWDder2yPPHsnm2yyIOvywgbJVL8SJrhAqxyGXu9Tpdl5dc8BLTQsmD6p4j8PwDea8Drx25FRFvvevQUYcYBYYuoUwmaHL1KJAzrsJkUOb-FZu3jl97QS6AoskO1R-6SMH995UQElkv6TsvJnARJ9LpA==&uniplatform=NZKPT&language=CHS
*Cui, L. & Xiao, Y. (2022). Improving the rural social support system in the context of the rural revitalization strategy: Measures for enhancing social adaptability of left-behind children. Journal of Soochow University (Education Science Edition), 2022(1), 20-30. DOI: https://doi.org/10.19563/j.cnki.sdjk.2022.01.003
*Du, Y. (2024). The possibility of healthy growth in rural left-behind children: Protection from the neighborhood community. China Youth Studies, 2024(5), 70-77. DOI: https://doi.org/10.19633/j.cnki.11-2579/d.2024.0057
*Fu, W., Liu, Z., & Tang, X. (2022). Does “Smart Homework” help reduce the academic burdens of left-behind children? An analysis based on survey data from 78 counties (districts) in Jiangxi Province. Education Research Monthly, 2022(8), 85-93. DOI: https://doi.org/10.16477/j.cnki.issn1674-2311.2022.08.002
*Hou, C. (2018). Legislative protection for left-behind children. People’s Education, 2018(7), 28-30. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy0kkiNQf5x7cxzjWNA5Dl-59TnyuJ5E9nEiQupUH3vYExc04EIwPYHq14-yAU7aEZEqk7qzOKgJeOmCXI7XvTlbhrC-BnY38fCin08VX3Y6zQZWg-bpQHY3dIs5-Jdx64SK9t3LWBgITZa31kKxnze72NgnLVfhb4Fbe7BZbJvaiw==&uniplatform=NZKPT&language=CHS
Ke, Q., Tian, X., Bao, T., Lin, J., Ma, X., & Zhang, S. (2022). Smart homework: Basic principles and practical directions. China Educational Technology, 2022(12), 74-83. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy3j_Mcl3xGZjtjTIM56RKtMQ5y261yYvahSRe1Tmo8a_igq5Xvll8i8eHnXoTJRZt23Bf_aj5pUIYqZHndbMIbfLJrs4wOcqEEH_AKti2NZR7XIKgFKLrw5JgEjEUiQVNLBnDTyN5EwH-o7ZNslWIUjl1YlvTWBu3xJO2-dp7Lvng==&uniplatform=NZKPT&language=CHS
*Li, H. (2017). The protection of the rights and interests of rural left-behind children from the perspective of targeted poverty alleviation. Academic Exchange, 2017(4), 145-149. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WpTTvLMLsy1vgYOx47-kQbVQoN-7tlrN947x6S4aSX3oP5wZDnTnb89qTiV7OC7u_RJT9ogtxemJWvz0HEfhyVTRgT56axOdUDURgm4QiHzgP9I6lbD2GgJVdb3IYrMHVtW3mNEhz7i2WuI3n3S03rAEAr1C_MxqkvvjXcCKrACyofQM8J62iQ==&uniplatform=NZKPT&language=CHS
*Li, S., Zhu, X., & Hu, H. (2019). Prevention of infringements on the rights of rural left-behind children from the perspective of welfare governance. Journal of Hebei University (Philosophy and Social Sciences Edition), 2019(5), 133-139. Available at: https://link.cnki.net/urlid/13.1027.C.20190919.1226.034
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How to Cite
Xia, J. (2025). Chinese Endeavors to Enhance the Welfare of Left-Behind Children: A Literature Review. Science Insights Education Frontiers, 26(2), 4365–4380. https://doi.org/10.15354/sief.25.re470
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