Economic Theory on the Educational Outcomes of Left-Behind Children in China

Left behind children’s numbers in rural China is so terrifying. These children are particularly vulnerable to such problems as poor mental health, high dropout, and at least low academic performance, and a tendency to be delinquent. The problems are the result of the absence of most of their parents for a protracted period and also due to the COVID-19 pandemic. This paper employs four economic theories—the dual-sector model, the poverty vicious circle theory, the opportunity cost theory, and the marginal utility theory—to delve into the underlying causes of the phenomenon of left-behind children in rural China. It is found that, throughout the entire life cycle, from childhood to adulthood, interventions have been successful when they located the child into a system, creating connections and a secure base from which the child can move out into exploration and learning. To improve the academic performance of the children in remote rural areas, the family, government, school, and society efforts must be integrated. A series of recommendations have also been put forward in this paper. Firstly, parents should be watchful of their children's health and emotions and do appropriate guidance and planning if necessary. Secondly, the government can make the school enrollment and household registration regulations and increase the salaries of rural teachers. Thirdly, the interaction between urban and rural children should be strengthened, for instance, through educational exchange programs.