The influence of education on the mental health of left-behind children

China faces a significant issue with left-behind children, numbering nearly 29 million in 2024, predominantly from rural areas. While physical health is often addressed, their mental health problems receive less societal attention despite being a global phenomenon. These children frequently exhibit low self-esteem, high loneliness, and suicidal tendencies, struggling to express themselves or seek help. This paper focuses on the mental health challenges faced by left-behind children, exploring the underlying causes and proposing intervention strategies. Key issues include negative emotions, impaired interpersonal communication, and difficulties with self-identity and resilience, often stemming from family separation, economic hardship, and inadequate educational support. The study synthesizes existing research and theoretical frameworks, such as attachment theory, to analyze the problems and their origins. It can be concluded that community care and educational interventions, including drama courses, offer promising pathways to support left-behind children's mental well-being by addressing both emotional and academic needs. Although long-term effects require further longitudinal research, these combined efforts represent crucial steps towards providing comprehensive support for this vulnerable group.