The Ripple Effect: Unpacking the Impact of Early Educational Disruptions on Rural Migrant Children’s Learning in China

Abstract This study investigates the effects of early educational disruptions on the academic achievements of rural migrant children in China. Using a life course theory framework, it examines whether early educational disruptions negatively affect children’s future cognitive abilities, academic performance and ability to cope with academic challenges, drawing on data from the 2013 to 2014 China Education Panel Survey. The analysis shows that early educational disruptions lead to a decline in the academic achievements of rural migrant children during their middle school years, affirming the assertions of life course theory. Notably, gender does not significantly modulate the influence of educational disruptions. Parental educational expectations and the management practices of schools emerge as critical moderators, with high parental expectations potentially exacerbating the adverse effects of frequent disruptions. Conversely, the experience of teachers and strict school discipline play protective roles, highlighting the importance of supportive learning environments and effective educational strategies. These findings are pivotal for social workers intervening with migrant children. They advocate for the development of comprehensive social work strategies—encompassing both curative and preventive measures—that proactively address the unique challenges faced by this population, fostering resilience and enhancing life trajectories in a context characterised by significant societal and educational transitions.