Welcome to Francis Academic Press

International Journal of New Developments in Education, 2020, 2(2); doi: 10.25236/IJNDE.2020.020201.

Rural left-behind children drop out of school: "lack of money" or "lack of love"? ----Based on the perspective of family education


Bingbing Chen*

Corresponding Author:
Bingbing Chen

Faculty of Education, Southwest University, Chongqing 400715, China
*Corresponding author e-mail: cbb1345366319@163.com


With the implementation of nine-year compulsory education, the enrollment rate of basic education has steadily increased in my country, thereby promoting the rapid development of basic education. However, due to the economic gap between urban and rural areas and the impact of factors such as parents going out to work, rural left-behind children's dropout problem is prominent. Economic poverty, as a cause of rural left-behind children dropping out of school, does not capture the essence of the problem. For rural left-behind children dropping out of school, the lack of family education care and discipline is the main reason. Therefore, only by establishing a family education concept with care and discipline can we effectively reduce the dropout rate of rural left-behind children.


rural left-behind children; dropout; education poverty; education discipline

Cite This Paper

Bingbing Chen. Rural left-behind children drop out of school: "lack of money" or "lack of love"? ----Based on the perspective of family education. International Journal of New Developments in Education (2020) Vol. 2 Issue 2: 1-5. https://doi.org/10.25236/IJNDE.2020.020201.


[1] Zhang Junliang, Ma Xiaolei. Discussion on the education of left-behind children in rural areas under the background of urbanization[J]. Rural Economy, 2010(03): 102-105.
[2] Zhang Xuemin, Ye Zhong. Educational Economics (2nd Edition) [M]. Beijing: Higher Education Press, 2014 (09): 37-38.
[3] Niu Lihua. Education Poverty and Anti-Education Poverty [J]. Academic Research, 2006(05): 121-124.
[4] Fan Zhuosi. Research on the Influencing Factors of Children’s Willingness to Invest in Education in Poor Rural Areas——Analysis Based on Logistic Model[J]. Education Theory and Practice, 2016, 36(02): 27-29.
[5] Zhang Yunyun, Luo Fang, Tao Sha, Luo Liang, Dong Qi. The impact of family socioeconomic status and parental education investment on the academic achievements of migrant children [J]. Psychological Science, 2015, 38(01): 19-26.
[6] Shi Mengying. Analysis and countermeasures of education status of rural left-behind children[J]. Quality Education in Western China, 2018, 4(21): 256.
[7] Ding Jihong, Xu Ningyin. The effect of parents going out to work on the health and education of left-behind children [J]. Population Research, 2018, 4(01): 76-89.
[8]Xu Qi. The impact of parents’ outing on the academic performance of left-behind children in rural areas [J]. Youth Research, 2018 (06): 39-51+92.
[9] Yu Guoliang, Xin Tao. Research on the Concept of Parent Education in the Perspective of Social Cognition [J]. Journal of East China Normal University (Education Science Edition), 1995(03): 87-93.
[10] (French) Michelle. Foucault. Discipline and punishment [M]. Liu Beicheng, Yang Yuanying translation. Beijing: Life. Reading. Xinzhi Sanlian Bookstore, 1999.375.
[11] Deng Chunkao. Resources and path of community support for left-behind children in rural areas——Based on a survey of four provinces and two districts in the western region [J]. Education Development Research, 2013, 33(01): 12-17.
[12] Yao Song, Dou Zhongchen. Analysis on the influencing factors of decision-making decision of rural left-behind middle school students and their policy implications [J]. Educational Science Research, 2018(09): 49-55.