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Objective To explore the effect of self-esteem on depression of left-behind children in rural areas, and to investi gate the mediating effect of social anxiety and loneliness. Methods A total of 779 rural left-behind children (422 boys and 357 girls) in northern Jiangsu were selected by cluster random sampling. A questionnaire survey was conducted with the use of self-esteem scale, social anxiety scale for children, children's loneliness scale and center for epidemiologic studies de- pression scale. The multiple mediating effects were analyzed by structural equation model test. Results The self-esteem of left-behind children in rural areas was negatively correlated with social anxiety, loneliness, and depression (r=-0.38, -0.27, and -0.43, P < 0.001), while social anxiety was positively correlated with loneliness and depression of left-behind children (r=0.25 and 0.50, P < 0.001). There was a positive correlation between loneliness and depression of left-behind children (r= 0.28, P < 0.001). Multiple mediating effect model analysis showed that social anxiety and loneliness could independently me- diate the relationship between self-esteem and depression of left-behind children in rural areas, and the mediating effect values were -0.079 (95%CI: -0.131 to -0.017) and -0.165 (95%CI: -0.253 to -0.110), respectively. It also played a chain mediating role through the intermediary chain of "social anxiety-loneliness", and the mediating effect value was -0.124 (95% CI: -0.177 to -0.092). Conclusion The self-esteem of rural left-behind children can significantly reduce the level of social anxiety and loneliness, thus reducing the risk of depression of left-behind children. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Soochow University Educational Science Edition is the property of Soochow University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

[Purpose/Significance] The introduction of national poverty alleviation policies and rural revitalization strategies has thrust the issue of education for left-behind children into the spotlight of scholarly attention. Education, far beyond serving as a mere instrument for personal growth and human capital accumulation for left-behind children, emerges as a pivotal measure in consolidating rural poverty alleviation endeavors and breaking the transmission of intergenerational poverty in China. It stands as a vital force propelling the future of rural revitalization. Yet, the existing literature on the education of left-behind children remains sporadic and dispersed. A more profound organizational effort, integrating, synthesizing, and evaluating this scattered literature, is imperative to establish a foundational framework for future research, fostering more cohesive and focused research endeavors. Presently, literature review studies primarily fall into three categories: qualitative review methods, meta-analysis, and bibliometric analysis methods employing tools like Citespace. This study sets out to achieve a systematic and comprehensive understanding of education-related issues for rural left-behind children through text mining methods grounded in topic models. [Method/Process] The advent of artificial intelligence and machine learning technologies has empowered the processing and analysis of vast amounts of textual data. Previous research, employing latent dirichlet allocation (LDA) topic models, successfully mined texts related to teacher team construction reform policies, internationalization in higher education literature, news reports, and online comments. In this study, a corpus was meticulously constructed using abstract texts extracted from 2037 journal articles published between 2002 and 2023. The structural topic model (STM) was chosen for topic modeling, overcoming the limitations associated with LDA, with a specific emphasis on exploring the diversity and dynamism of topics within the existing literature. [Results/Conclusions] The culmination of this research effort identified eight distinct research themes: psychological well-being, factors leading to left-behind children, macro-level coping strategies, types of guardianship, review studies, family education, media literacy, and micro-level coping strategies. By synergizing document metadata information, the study systematically unraveled the evolving trends of these topics over time, providing crucial insights into potential shifts in the focus of left-behind children's education research. It is essential to note that this study, while collecting abstracts instead of full texts, may not capture the entirety of information contained in complete research articles. Future research endeavors should explore left-behind children's education more comprehensively, leveraging full-text mining techniques for a more nuanced understanding of this critical subject.

[Purpose/Significance] The introduction of national poverty alleviation policies and rural revitalization strategies has thrust the issue of education for left-behind children into the spotlight of scholarly attention. Education, far beyond serving as a mere instrument for personal growth and human capital accumulation for left-behind children, emerges as a pivotal measure in consolidating rural poverty alleviation endeavors and breaking the transmission of intergenerational poverty in China. It stands as a vital force propelling the future of rural revitalization. Yet, the existing literature on the education of left-behind children remains sporadic and dispersed. A more profound organizational effort, integrating, synthesizing, and evaluating this scattered literature, is imperative to establish a foundational framework for future research, fostering more cohesive and focused research endeavors. Presently, literature review studies primarily fall into three categories: qualitative review methods, meta-analysis, and bibliometric analysis methods employing tools like Citespace. This study sets out to achieve a systematic and comprehensive understanding of education-related issues for rural left-behind children through text mining methods grounded in topic models. [Method/Process] The advent of artificial intelligence and machine learning technologies has empowered the processing and analysis of vast amounts of textual data. Previous research, employing latent dirichlet allocation (LDA) topic models, successfully mined texts related to teacher team construction reform policies, internationalization in higher education literature, news reports, and online comments. In this study, a corpus was meticulously constructed using abstract texts extracted from 2037 journal articles published between 2002 and 2023. The structural topic model (STM) was chosen for topic modeling, overcoming the limitations associated with LDA, with a specific emphasis on exploring the diversity and dynamism of topics within the existing literature. [Results/Conclusions] The culmination of this research effort identified eight distinct research themes: psychological well-being, factors leading to left-behind children, macro-level coping strategies, types of guardianship, review studies, family education, media literacy, and micro-level coping strategies. By synergizing document metadata information, the study systematically unraveled the evolving trends of these topics over time, providing crucial insights into potential shifts in the focus of left-behind children's education research. It is essential to note that this study, while collecting abstracts instead of full texts, may not capture the entirety of information contained in complete research articles. Future research endeavors should explore left-behind children's education more comprehensively, leveraging full-text mining techniques for a more nuanced understanding of this critical subject. [ABSTRACT FROM AUTHOR]

The phenomenon of left-behind children is formed by the mass migration of Chinese population. Boarding school is an important means to solve the difficulties in study and life of left-behind children and to accumulate human capital. This paper explores how boarding affects the academic achievement and non-cognitive ability of left-behind children. We find that boarding schools can improve the learning ability of left-behind children, but do not significantly improve their non-cognitive ability. Boarding have heterogeneous effects on left-behind children of different types and genders. The mechanism analysis shows that the increase of learning time and the increase of teacher-student interaction frequency plays a key role in improving the learning ability of left-behind children. Cost-effectiveness analysis shows that the efficiency of unit cost of investment in boarding school is relatively low, which indicates that boarding school system can be largely optimized. [ABSTRACT FROM AUTHOR]

By critically reviewing 159 academic publications in English and Chinese from a range of academic platforms that focus on the study of left-behind children, we advance new theoretical turns in children's geography in future research of left-behind children: to explicate children's use of space in everyday life, to explore their subjectivities and agency, and to unpack the diversity of childhoods across spatial and social scales. We first review literature on left-behind children in the context of transnational/international migration: Scholars have written about how left-behind children participate in reconfiguring transnational family strategies and social ties with their parents across spaces; how they act out their roles in different periods of the migration process and in response to different social and cultural environments; and how they interact with multiple and multilevel social actors, factors and processes to form heterogeneous life strategies and meaning-making. We then conduct a thematic analysis of existing scholarship on left-behind children in the context of internal migration in China, revealing a dominant 'problem' frame due to the prevalent positivism and adult-centrism in the research paradigm and an emerging resiliency perspective. We identify three gaps in this literature: 1) scholars tend to build upon an abstract space of 'the rural' at the institutional level, leaving children's everyday spaces and their social practices in these spaces unexplored, including home, school campus, community centers and so on; 2) children's agency and subjectivity remain obscure, with scant empirical and theoretical discussions; and 3) the literature lacks methodological and epistemological diversity and could not bring children's experiences, voices, emotions and beliefs to the forefront of research. We conclude by outlining a new research agenda on rural left-behind children in the Chinese context. In terms of research themes, we advocate for more attention to three potential areas: 1) explicating the spatiality of left-behind children's daily life practices, especially the spatiality related to the mobility patterns of rural-urban migrants in China; 2) divulging children's experiences and subjectivities vis-à-vis their everyday practices, and 3) unpacking the complexity and heterogeneity of left-behind children's childhood experiences in different contexts. In terms of methodology, we encourage the creative uses of diverse research methods such as in-depths interviews, ethnography and Geographic Information System (GIS) that render left-behind children's voices, thoughts, feelings, cognition and actions more visible. This new research agenda could yield a richer and more balanced literature on the everyday lives and subjectivities of left-behind children, providing fresh perspectives for policy making and public debates.

Copyright of Journal of Educational Studies (1673-1298) is the property of Journal of Educational Studies Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

By critically reviewing 159 academic publications in English and Chinese from a range of academic platforms that focus on the study of left-behind children, we advance new theoretical turns in children's geography in future research of left-behind children: to explicate children's use of space in everyday life, to explore their subjectivities and agency, and to unpack the diversity of childhoods across spatial and social scales. We first review literature on left-behind children in the context of transnational/international migration: Scholars have written about how left-behind children participate in reconfiguring transnational family strategies and social ties with their parents across spaces; how they act out their roles in different periods of the migration process and in response to different social and cultural environments; and how they interact with multiple and multilevel social actors, factors and processes to form heterogeneous life strategies and meaning-making. We then conduct a thematic analysis of existing scholarship on left-behind children in the context of internal migration in China, revealing a dominant 'problem' frame due to the prevalent positivism and adult-centrism in the research paradigm and an emerging resiliency perspective. We identify three gaps in this literature: 1) scholars tend to build upon an abstract space of 'the rural' at the institutional level, leaving children's everyday spaces and their social practices in these spaces unexplored, including home, school campus, community centers and so on; 2) children's agency and subjectivity remain obscure, with scant empirical and theoretical discussions; and 3) the literature lacks methodological and epistemological diversity and could not bring children's experiences, voices, emotions and beliefs to the forefront of research. We conclude by outlining a new research agenda on rural left-behind children in the Chinese context. In terms of research themes, we advocate for more attention to three potential areas: 1) explicating the spatiality of left-behind children's daily life practices, especially the spatiality related to the mobility patterns of rural-urban migrants in China; 2) divulging children's experiences and subjectivities vis-à-vis their everyday practices, and 3) unpacking the complexity and heterogeneity of left-behind children's childhood experiences in different contexts. In terms of methodology, we encourage the creative uses of diverse research methods such as in-depths interviews, ethnography and Geographic Information System (GIS) that render leftbehind children's voices, thoughts, feelings, cognition and actions more visible. This new research agenda could yield a richer and more balanced literature on the everyday lives and subjectivities of left-behind children, providing fresh perspectives for policy making and public debates. [ABSTRACT FROM AUTHOR]

Objective • To evaluate the reliability and validity of the Adolescents, Quality of Life Scale in left-behind children to provide a reliable measurement tool for the study of the quality of life of left-behlnd children. Methods • Six schools (three primary schools and three secondary schools) were selected in the Qianjiang District of Chongqing City by the purpose sampling method. A total of 1 276 students in flue 4-9 grades were selected. One week later，one of the primary and secondary schools was retested respectively. Results • The 23rd item was deleted from the Adolescents' Quality of Life Scale. Every factor load of 38 items was greater than 0.4, and the cumulative variance contribution rate was 61.713%. A total of 4 dimensions and 11 factors were obtained- Confirmatory factor analysis showed that, for physical, psychological，social，and pubertal dimensions and total scale，/Vdf values were less than 5, and goodness of fit index (GFI), incremental fit index (IFI) and comparative fit index (CFI) values were greater than 0.9; root mean square error of approximation (RMSEA) value of each dimension was less than 0.08, and RMSEA value of total scale was 0.083; normed fit index (NFI) values of physical and pubertal dimensions were greater than 0.9, and NFI values for the psychological and social dimensions and total scale were 0.883, 0.876, and 0.871, respectively. The coefficient and the test-retest reliability of each dimension and the total scale were 0.648--0,849 and 0.554-0,831，respectively. Condnslon · The revised Adolescent Children's Quality of Life Scale has good reliability and validity, suggesting that it can be used for assessing the quality of life of left-behind children in China. [ABSTRACT FROM AUTHOR]

Objective:To explore the behavioral problems, personality development trends and related factors in 2 - 3 years old left-behind children in rural areas. Methods: By using cross-sectional survey and stratified cluster random sampling method, 300 cases of left-behind children aged 2-3 years old and 330 cases of non-left-behind children were selected. They were assessed with the Child Behavior Scale (CBCL) and Personality Scale for Yong Children (PSYC) for evaluating behavioral problems and development trend of personality. Results: There was no significant difference in the incidence of behavioral problems between left-behind children and non-left-behind children (12.2% vs 13.8%, P > 0.05). The PYSC total scores [(133 ±31) vs. (138 ±31)] and factor scores of exploration initiative [(34 ± 10) vs. (36 ± 10)] and independence [(38 ± 10) vs. (39 ± 10)] were lower in left-behind children than in non-left-behind children (P <0.05). The PSYC total scores were negatively correlated with social withdrawal scores (β = -4.12, P <0.01) and positively correlated with age (β = 9.50, P < 0.05). Conclusion: It suggests that there is no significant difference in the detection rate of behavioral problems between left-behind children and non-left-behind children 2-3 years old. The development trend may be worse in left-behind children than in non-left-behind children. The personality development trend may be negatively associated with social withdrawal in left-behind children. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Zhejiang University. Humanities & Social Sciences / Zhejiang Daxue Xuebao is the property of Zhejiang University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nankai Journal: Philosophy, Literature & Social Science Edition / Nankai Xuebao: Zhexue Shehui Kezue Ban is the property of Nankai Xuebao Bianjibu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To explore different relationships of personal belief in a just world (PBJW) and general belief in a just world (GBJW) with different types of Chinese children's depression and anxiety. Methods: Totally 11097 school students (2471 migrant children/3186 left-behind children /5440 rural normal children) were recruited. The Personal Belief in a Just World (PBJW), General Belief in a Just World (GBJW), Children's Depression Inventory (CDI) and Revised Children's Manifest Anxiety Scale (RCMAS) were used to assess personal belief in a just world, general belief in a just world, depression and anxiety. Results: The PBJW and GBJW scores were significantly higher in Migrant children than left-behind children (Ps<0.001) and rural normal children (Ps<0.001). There were no significant differences in PBJW and GBJW scores between left-behind children and rural normal children (Ps>0.05). The relationships of PBJW with migrant children's depression (simple slope=-0.98) and anxiety (simple slope=-1.39) were stronger than that in rural normal children (simple slope depression=-0.72; simple slope anxiety=-0.96). The relationship of GBJW with rural normal children' depression (simple slope=-0.47) was stronger than that in migrant children (simple slope=-0.11) and left behind children (simple slope=-0.22). Conclusion: Both of the personal and general belief in a just world have negative relationship with depression and anxiety, but the relationships are different in different children. [ABSTRACT FROM AUTHOR]

Copyright of Mass Communication Research is the property of Guoli Zhengzhi Daxue Xinwenxue Yanjiusuo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To explore the relation between parental cohesion，peer acceptance and the loneliness of left-behind children, and furthermore explore the mediation role of self-esteem. Methods: Totally 427 left-behind children in Hubei Province (275 males, 152 females) were surveyed, and the Parental Cohesion Scale (PCS), Peer Nomination (PN), Self-Esteem Scale (SES) and Children Loneliness Scale (CLS) were used to assess parental cohesion, peer acceptance, self-esteem and loneliness respectively. The relation between parental cohesion, peer acceptance andthe loneliness of left-behind children, and the mediation role of self-esteem wereanalyzed. Results: The CLS scores in left-behind children were negatively correlated with the scores of PCS, PN, and SES (r = -0. 31,- 0. 37, -0. 50, P <0. 01), the SES scoresplayed a mediation role in the relation between PN scores and CLS scores (95% Cl: -1.02 - -0. 01), and between PCS scores and CLS scores (95% C/: -0.18 - -0. 09). Furthermore, the unique effect of the PN scores on the CLS scores (sr2 =0. 10) was higher than that of PCS scores (sr2 =0. 06). Conclusion: The current research indicates that the loneliness, parental cohesion, peer acceptance and self-esteem of the left behind children have a close relationship. Furthermore, it suggests that self-esteem may play partial mediating effects between parental cohesion, peer acceptance and the loneliness of left-behind children [ABSTRACT FROM AUTHOR]

Copyright of Journal of Physical Education / Tiyu Xuekan is the property of Journal of Physical Education Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Northeastern University (Social Science) / Dongbei Daxue Xuebao (Shehui Kexue Ban) is the property of Dongbei Daxue and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The massive rural-to-urban migration started from 1990s has many social consequences. The educational development of left-behind children is of great academic interests and policy debates. Under the DID research design, the paper finds that the gender of the migrator does matter for the children's achievement. Father's migration has no impact on the children's performance, but mother's migration does have negative effects. The left-behind children who were taken care by mothers outperform their counterparter who were taken care by fathers. Furthermore, the migrators' coming back is not able to increase their children's performance. These findings shed light on the relevant policies regarding the educational development of left-behind children. [ABSTRACT FROM AUTHOR]

The education of migrant workers' children includes two aspects: one is about migrant children and the other is about left-behind children. The education issues of migrant children are diversified. Besides migrant children's difficult schooling caused by household registration system, there are also three other problems such as migrant children's difficult schooling caused by inconsistency of education resources between their origins and destinations, discontinuous education process caused by their parents' unstable employment and weak family education caused by their parents lower education degrees and longer working time. The main cause of education issues of left behind children is lack of their parents' effective supervision and family care. The poor economic conditions of migrant workers in cities determine that the majority of left-behind children can't get rid of their left-behind status in a short period of time. The results of quantitative analysis indicate that the migrant workers' wages are decided by their education degrees and skills. But the migrant workers' education degrees and skills are comparatively low. Most of them haven't received training and are unwilling to receive vocational and technical training in future. Finally, based on the above issues, the paper proposes to consider the education system and education resources arrangement from the perspectives of urban and rural integration, and regional integration. A coordinating system with destination as focus and origin as complementation should be established. Schools and urban communities should play more important roles. Governments, and related companies and enterprises in both destinations and origins should attach great importance to migrant workers' vocational skills training, and improve their enthusiasm to participate in the vocational skills training by strengthening services and increasing input and policy guides. [ABSTRACT FROM AUTHOR]

Objective: To analyze and describe the status and characteristics of undernutrition among left-behind children under 6 years old in rural China in 2013., Methods: Data was from the China Nutrition and Health Surveillance among 0-5 Years Old Children and Lactating Women in 2013. Stratified multistage cluster sampling method was used, and 4576 participants under 6 years old from 55 sites of 30 provinces, autonomous region and municipalities were involved. Definition of undernutrition were according to the WHO 2006 growth standard in children less than 5 years old and the WHO 2007 growth reference in children of 5 years old. Results were computed by post stratification weight based on national census from the National Bureau of Statistics in 2010., Results: The prevalence of stunting was 10. 6% among left-behind children under 6 years old in rural China in 2013. It was 11. 6% in boys and 9. 4% in girls. The rate of general rural area and poor rural area were 7. 1% and 16. 6%. The prevalence of stunting showed a significant difference in sex(P=0. 022), general rural and poor rural(P=0. 006), three regions(P=0. 003), parental type of outing(P=0. 005), mother&apos;s education(P&lt;0. 001), annual per capita household income(P&lt;0. 001). The prevalence of underweight was 3. 2% among left-behind children under 6 years old in rural China in 2013. It was 3. 4% in boys and 2. 9% in girls. The rate of general rural area and poor rural area were 1. 6% and 2. 0%. The prevalence of stunting showed a significant difference in general rural and poor rural(P&lt;0. 001), three regions(P&lt;0. 001), annual per capita household income(P=0. 0144), mother&apos;s education(P&lt;0. 001). The prevalence of wasting was 2. 3% among left-behind children under 6 years old in rural China in 2013. It was 2. 3% in boys and 2. 2% in girls. The rate of general rural area and poor rural area were 1. 5%, 3. 5%. The prevalence of stunting of general rural showed a significant difference in parental type of outing(P=0. 033), the prevalence of stunting of poor rural showed a significant difference in mother&apos;s education(P&lt;0. 001), annual per capita household income(P=0. 020)., Conclusion: The undernutrition rate among left-behind children under the age of 6 in rural China should be paid attention, especially in the higher subgroups of poor rural areas, western regions, low-income families, mothers away from home and mothers with less than junior middle school education.

Objective: To explore the prevalence of anemia and related factors among left-behind children in poverty-stricken rural areas in China, to provide basic information for anemia prevention and treatment for children. Methods: Data from the National Nutrition Improvement Program for Rural Compulsory Education Students in 2016 were used to express the prevalence of anemia among left-behind children. By using the multistage stratified random cluster sampling method, left-behind children of the 6-17-years-old in poverty-stricken rural areas were recruited in this study. Blood hemoglobin concentration of these students was determined by cyanmethemoglobin method. Anemia was judged by the WHO recommended standard and combined with the sea level elevation correction standard. Frequencies of food intake were collected through questionnaires. Data was then available for analysis including the level of hemoglobin and anemia rates. Relationship between anemia and food intakes as well as other influential factors was also analyzed. Results: The overall anemia prevalence (AP) was 11.6 % among the participants. Rates of AP among the 6-, 7-, 15- and 16-17-years-old were 21.1 % , 18.0 % , 20.6 % and 17.3 % , respectively. Rates of AP among left-behind girls of 10-11-years-old and the 13-15-years-old were significantly higher than those in boys at the same age ( P <0.01) group. Factors including: being girls ( OR =1.34, 95 %CI : 1.23-1.45), at grade 7 to 9 ( OR =1.47, 95 %CI :1.30-1.67) and mother being migrant worker ( OR =1.32, 95 %CI :1.16- 1.50) had higher proportions of getting anemia. Factors as living in the western area ( OR =0.85, 95 %CI : 0.78-0.93), taking breakfast every day ( OR =0.70, 95 %CI : 0.64-0.76), having meat more than twice per week ( OR =0.84, 95 %CI : 0.75-0.93) and having two kinds of vegetables per day ( OR =0.85, 95 %CI : 0.75-0.96) appeared protective. Conclusions: Prevalence of anemia in left-behind children from the poverty-stricken rural areas was high, including junior middle school students from grade 7 to 9 at the early stage of youth development, girls and children with mothers as migrant workers. Anemia should be reduced by promoting the protective factors as having breakfast, increasing intakes of meat and fresh vegetables.

Objective: To understand the injuries among 16 459 left-behind children from 27 poor rural areas in 12 provinces of China, 2016. Methods: Data were collected from the survey of 'Health Service Needs Assessment' (HSNA) program on left-behind children, from poor rural areas in the middle and western parts of China. Factors including causes, types, locations, related activities, ways of treatment and outcomes among left-behind children with injuries in 2016, were described and analyzed by gender and age groups. Results: In 2016, per-person and person-time incidence rates of injuries were 8.88 % and 11.21 % , among the 16 459 left-behind children from 27 poor rural areas in 12 provinces of China, both higher in boys, than in girls. Most injuries were unintentional with its proportion higher in older children. The main types of injuries were seen as falls, blunt and sharp injuries, with burns and animal injuries more common in younger children. Injuries among left-behind children mainly took place at home, kindergarten/school, and on the highways/streets/roads, during playing. Most common ways of treatment would include at the emergency settings, self-treated, with older children more likely to treat by themselves. Most injuries were cured. Conclusions: In programs on prevention and control of injuries targeting the left-behind children in poor rural areas, special attention should be given to older boys, on falls and blunt/sharp injuries, at home or kindergarten/school. Education programs should pinpoint on self-rescue skills and guidance on kids by the parents, with behavioral norms and social support included. Related comprehensive prevention and control mechanism should be developed in families, schools and communities, with medical resources and insurance mechanism explored to serve these population and districts, including those left-behind children.

Objective: To explore the relationship between separation from parents and social anxiety with aggressive behaviors, to provide scientific basis for the prevention of aggression., Methods: Stratified random sampling was used to collect 1126 students ofthe fourth, fifth and sixth grade from three primary schools in Dangshan County and two primary schools in Guzhen County. The incomplete or incorrect questionnaires were eliminated, and 1024 questionnaires were valid; the effective rate was 90. 9%. The questionnaire survey included the left-behind children's general situation and the separation from parents; the aggression questionnaire was used to detect the aggression of students; the social anxiety scale for children was used to detect the social anxiety of students. The multiple linear regression was used to analyze the relationship between the risk factor and the aggressive behavior., Results: There were no significant difference of AQ score and other factor score among students in different grade( P > 0. 05), the AQ score and other factor score were higher in boy students( P < 0. 05). The AQ score and other factor score of the left-behind children were higher than the children who lived with their parents, the AQ score and other factor score of the children whose parents all out were highest( 71. 5 ± 20. 5, 14. 9 ± 6. 1, 12. 6 ± 3. 2, 17. 6 ± 5. 8, 11. 7 ± 4. 3 and15. 4 ± 5. 4), there were significant difference of AQ score and PHY and IND factor score between them( P < 0. 05). The children whose parents go out one year ago, whose parents don't go home in one year, and who hardly contact parents, these children' AQ score and each factor points are the highest. Multiple linear regression showed that sex, the situation of parents go out to work, the number of parents go back to home every year, the frequency of parent-child links and children's social society influenced the aggressive behavior of students( P < 0. 05)., Conclusion: The lower the frequency of parental contact, the longer time to work and the higher the social anxiety score of children, the more serious the attack behavior of left-behind children.