Promoting Social-Emotional Competence of Left-Behind Children in Rural China: A Community-Based Intervention Program

• In Event: It Takes a Village: Supporting Diverse Children’s Social-Emotional Well-Being Through Community-Engaged Research

Abstract

Urbanization in China has resulted in a substantial number of left-behind children who stay in rural areas with relatives (e.g., grandparents) while one or both of their parents migrate to urban areas to work (Wen et al., 2021). The wellbeing of left-behind children maintains a pressing issue for families, schools, and local communities. Social-emotional competence is recognized globally as an essential component of psychological wellbeing. Empirical studies over the past few decades have demonstrated the significant effect of social-emotional learning (SEL) on improving children’s social-emotional competence, such as emotional regulation and interpersonal skills (Taylor et al., 2017). However, most existing SEL programs were developed in Western contexts, and SEL is still in its nascent stages in China. SEL programs targeting left-behind children have not been adequately developed or evaluated (Chen & Yu, 2022). Given China’s unique social and cultural context, there is an urgent need to develop, implement, and evaluate SEL programs for left-behind children.

To fill this gap, we designed a SEL program through community engagement to promote left-behind children’s social-emotional wellbeing. Aligned with the CASEL framework, our SEL program encompasses five key competence of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Mahoney et al., 2021). Guided by the transformative SEL framework (Jagers et al., 2019), we contacted the education bureaus and school principals to obtain valuable feedback to ensure that the program aligned with the local needs. This close collaboration led to a 12-session summer SEL camp and a meticulously prepared professional development manual for camp counselors.

To help pilot test and implement the SEL program, we first recruited 30 undergraduate and graduate students trained in social sciences to serve as camp counselors. All of the camp counselors participated in 12 hours of rigorous training. This training covered the theoretical foundations, core concepts, intervention content, and practical techniques of the SEL program. The research team worked closely with the camp counselors and ensured continuous supervision to maintain fidelity in program implementation.

Once the camp counselors completed their training, we recruited left-behind children from the local area in [name of province in China]. Children were randomly assigned to the SEL summer camp or the control group, each group comprising approximately 90 children. Instead of the SEL summer camp, children in the control group received general enrichment courses, such as sports, painting, and calligraphy. Prior to project commencement, we conducted pre-tests to evaluate children’s social-emotional competence and psychological health, including depression, anxiety, loneliness, and subjective well-being. After the intervention was completed, post-tests were administered. In the fall of 2023, a three-month follow-up survey will be conducted. Upon completion of three rounds of data collection, we will analyze the data and examine the immediate and sustained effects of the SEL summer camp.

To summarize, this study was the very first one in China to develop a SEL program for left-behind children in rural China through community engagement. Findings will provide theoretical and practical implications for the psychological development of this disadvantaged group children.

Authors

• Shan Jiang, Zhejiang University

• Karl Yan, Chinese University of Hong Kong

• Angran Li, New York University - Shanghai

• Shufeng Ma, East China Normal University