The impact of cumulative family risk on the social adaptation of left-behind children: the chain mediation of teacher support and sense of self-worth.

BACKGROUND

At present, there is still a large group of left behind children in China, whose physical and mental health is greatly affected by multiple risks such as low family economic levels, incomplete family structures, and distant parent-child relationships.

PURPOSE

This study explores the impact of cumulative family risks on the social adaptation of left-behind children, contributing to a better understanding of the complexity and severity of the challenges they face. It provides a scientific evidence for schools and relevant government departments to formulate policies aimed at improving the physical and mental health of left-behind children and enhancing their adaptive capacity.

METHODOLOGY

We selected 962 primary school students in grades 4 and 5 from a city in Jiangsu Province as participants. The assessment tools included a family cumulative risk questionnaire, a teacher support scale, a self-worth scale, and an adolescent social adaptation scale.

RESULTS

Research findings demonstrate a significant correlation between family cumulative risk, teacher support, self-worth, and the social adaptation of left-behind children. Family cumulative risk can negatively predict the social adaptation of left-behind children. Additionally, Teacher support and self-worth partially explain how cumulative family risks affect social adaptation of left-behind children.

CONCLUSION

These studies suggest that cumulative family risk directly affects the social adaptation of left-behind children and indirectly impacts social adaptation through the mediating role of teacher support and self-worth.