The Influence of Teacher Support and Parental Education on Social Adaptation in Left-Behind Children in Yanbian, China

Abstract

This research addresses the impact of teacher support, parental education, and parenting styles on the social adaptation of left-behind children in Yanbian Chaoxianzu Autonomous Prefecture, China. Left-behind children, whose parents migrate to urban areas for work, frequently encounter emotional and social difficulties stemming from the lack of parental care. A quantitative, cross-sectional survey assessed 160 left-behind children from four middle schools regarding their social adaptation, teacher support, parental education, and parenting styles. The results indicate that teacher support, especially regarding involvement, structure, and autonomy, was the primary predictor of social adaptation, explaining 44% of the variance. Parental education significantly influenced outcomes, both directly and indirectly, via adaptive parenting styles. The study revealed that parenting styles mediate the connection between parental education and social adaptation, indicating that elevated parental education levels promote more supportive and structured parenting, thereby improving social adaptation in left-behind children. The distinctive socio-cultural environment of Yanbian, characterised by a fusion of traditional Confucian principles and contemporary educational methodologies, significantly impacted the children's social outcomes. The research indicates that enhancing teacher-student relationships and encouraging parental engagement, even amidst labour migration, are essential strategies for advancing the social welfare of left-behind children. These findings offer significant implications for educators and policymakers in formulating interventions to assist this at-risk population. Subsequent research ought to investigate these dynamics longitudinally and within varied cultural contexts.