| The further implementation of the urbanization strategy has caused a large number of rural surplus labor to move from rural to urban areas.As a large number of rural laborers join the urban construction,the problem of education for left-behind children has emerged.Among them,the mental health education of left-behind children is a very important issue,especially left-behind children in border ethnic minority areas.With the further development of the dual economic structure of urban and rural areas,leftbehind children grow up with many physical and psychological problems in life,study,and communication with others.How to do a good job of mental health education for left-behind children in ethnic minority areas is a very realistic and important issue.Taking the Tianshentang area of Shaqiao Central School in Nanhua County as an example,this study investigated the mental health status of rural left-behind children in ethnic minority areas,and analyzed the existing problems in the mental health education model for rural left-behind children in ethnic minority areas.On this basis,this article combines the long-term practical experience of rooting in remote rural elementary schools and long-term class teachers and school team counselors to explore new mental health education strategies for rural left-behind children in ethnic minority areas.The study pointed out that the government,society,school,family and other resources should be effectively integrated.On the one hand,we should give full play to the leading role of the government,establish a school-centered mental health education platform,and strengthen the training of psychological professional teachers.On the other hand,various forms of mental health education should be carried out,and family education should be actively mobilized.In this way,the effect of mental health education for rural left-behind children in ethnic minority areas can be improved. |
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