Rural Left-behind Children's School Wellbeing And Case Intervention

Recently, the Chinese rural left-behind children are nearly 60 million which has become an assignable class of our society(ACWF, 2008), since one or both of their are working outside during a long time, the rural left-behind children are living in an unfavorable environment where relatively lack of the parental affection. These left-behind children are increasingly becoming the focus of our society, and for them schools are the most vital growing up environment except the family.In this case, rural left-behind children's school well-being become an important topic of subjective well-being. For these left-behind children, in addition to family, school is the most vital environment for their growing up, but there are few studies on left-behind children's school well-being and fewer interventions on this problem. In recent years, Reashaw proposed a school happiness measurement model which is based on positive psychology theory and mainly intended to improve students' school well-being through interventions( Renshaw purposes, Long & Cook, 2014). Therefore, based on School-wellbeing model, we use quantitative research methods to explore the rural left-behind children ‘s school well-being status and influencing factors, and develop case-intervention programs then examined the effect of three left-behind children. Specifically, this study includes three sub-studies, Study 1 was acted in a town of Heze, of which 605 middle school students from grade 1 to grade 3 participated in it, mainly. Investigated different categories of left-behind children's school well-being and influencing factors. Study 2 used teachers and friends as a starting point, based on school-wellbeing model as an intervention style, made school connectedess, academic efficacy and joy of learning and educational purposes as an intervention content to develop case intervention programs. Study 3 examined the effect of case intervention programs. The dominant conclusions of this study are as follows:1.The school well-being differences between different grades are significant; the rural left-behind children's school well-being of Grade 2 are significantly higher than Grade 1 and 3. Gender differences are not significant.2. The rural left-behind children's friendship quality, teacher support can significantly predict school well-being, teacher support could predict parent-left-home children and none-left-home children' school-wellbeing than farther-left-home. friendship quality could predict farther-left-home and none-left-home' school-wellbeing than parent-left-home children. So, we can get the important enlightenment to our intervention programs.We use teachers, peers as breakthrough points. We should improve teacher' compensatory effectiveness, and friend' strength.3. In this study, we use teachers, peers as breakthrough points, school-wellbeing model as an basis and academic efficacy, joy of learning, school connectedess, educational purposes as the intervention content developed intervention programs to enhance the school well-being of rural left-behind children.4. In cases of intervention programs for three parent-at-home children, has achieved some positive results: Through the quantitative and qualitative assessments of the intervention, two intervened subjects achieved significant effectiveness and improve in school well-being and other dimensions. The other intervened left-behind child didn't have significant change.5. We use teachers, peers as breakthrough points, school-wellbeing model as an basis and academic efficacy, joy of learning, school connectedness, educational purposes as the intervention content.The study mainly explore the status of school well- being and its influencing factors of rural left-behind children. It not only further enrich the study on child well-being, but also provide an important enlightenment for the development of intervention programs to enhance the school well-being of rural left-behind children.