Since the mid-1980s, as China’s economic reforms continued to deepen and the process of urbanization continued to advance, a sizable number of young and middle-aged rural workers have left their homes to work in the cities, creating a spectacular “migrant workers’ tide”. Due to the constraints of the household registration system and their own economic conditions, the vast majority of rural young adults who work in the cities are unable to settle in the cities, and are even less able to bring their children to the cities to go to school. As a result, more and more “left-behind children” have appeared in the countryside, along with the growing number of migrant workers. The so-called left-behind children in rural areas refer to those children who are left behind in rural areas because both or one of their parents have gone out to work for a long time, and are raised by other elders in the family or by one of the parents. The age definition of left-behind children varies greatly among different researchers, and there are many ways to define them, such as under 18 years old, under 16 years old, 6-14 years old, 6-18 years old, 0-14 years old, etc. According to the situation of their parents going out to work, they can be categorized as children whose parents are out of the country. According to the situation of their parents’ absence, they can be categorized into three types of situations: both parents are out, one father is out, and one mother is out. Although left-behind children have been appearing since the mid-1980s when rural young adults went to work in cities on a large scale, as a special group, left-behind children attracted widespread attention from the society only after they were reported by national newspapers and magazines, such as the People’s Daily, Guangming Daily, and the China Youth Daily in 2004, and soon gained the great attention of the governmental departments, and the related research studies are also growing. According to a 2009 review of research on left-behind children in China by a group from the Institute of Psychology of the Chinese Academy of Sciences, the understanding of the psychological and behavioral characteristics of left-behind children mainly includes the following aspects: 1. In terms of self-consciousness, on the one hand, left-behind children have a serious sense of inferiority, with an obviously low evaluation of their own intellect and appearance, while on the other hand, they also have an obvious tendency to egocentrism; 2. In terms of emotional problems, left-behind children are emotionally unstable, with a high level of emotional instability; and 3. In terms of emotional problems, left-behind children are emotionally unstable, prone to somatization, terror, hostility, paranoia, compulsion, interpersonal sensitivity and other problems, and the proportion of state anxiety and depression is significantly higher than that of non-left-behind children, and there are age and gender differences, specifically, the younger the age, the more prominent the problem is, and females are more prominent than males; 3. In terms of stress coping, left-behind children tend to make external attributions for the results of frustrating events, and In terms of parent-child relationship, most left-behind children are full of resentment towards their parents and have the mentality of blind resistance; 5. In terms of interpersonal relationship, most left-behind children are more introverted, and the phenomenon of being bullied or attacked is prominent; 6. In terms of academic learning, most left-behind children do not have a proper attitude towards learning, and they have more bad learning habits, and their learning performance is prone to decline, anorexia, truancy, and so on. In terms of academic learning, most left-behind children do not have a proper attitude to learning, more often have bad learning habits, and their academic performance is prone to decline, and the phenomena of anorexia, truancy and dropping out of school are more serious; 7. In terms of social adaptation, left-behind children have more indiscipline and illegal behaviors, manifesting themselves in smoking, alcoholism, disobedience to discipline, and even illegal behaviors such as gambling, stealing and robbery. In 2014, the All-China Women’s Federation released a research report on the situation of left-behind children in rural areas in China, which, based on sample data from China’s 2010 Sixth Population Census, projected that there are 61,025,500 left-behind children in rural areas across the country, accounting for 37.7 percent of rural children and 21.88 percent of children nationwide. Among them, there are 19.53 million children of elementary school age (6-11 years old), accounting for 32.01 per cent of the children left behind in rural areas, and 9.95 million children of middle school age (12-14 years old), accounting for 16.30 per cent of the children left behind in rural areas. In terms of regional distribution, left-behind children in rural areas are not only widely distributed in economically underdeveloped provinces in the central and western parts of China, but also in economically developed provinces in the east, such as Jiangsu, Guangdong and Shandong. Surveys show that the overall situation of compulsory education for rural left-behind school-age children is good, with the vast majority of them receiving compulsory education at school, but the education situation of rural left-behind children in some central and western regions is relatively poor. In May 2014, the China Youth and Children’s Research Center organized and implemented a national survey on the situation of rural left-behind children in 12 counties (cities and districts) in Henan, Anhui, Hunan, Jiangxi, Chongqing and Guizhou provinces, including 4,533 rural left-behind children in grades 4 to 9 (61.7%) and 2,731 non-left-behind children (37.2%). On the one hand, the survey found that rural left-behind children have generally formed positive values, have hopes for the future, aspire to urban life, and have good family relationships; on the other hand, it also found that rural left-behind children have the following nine outstanding problems in their growth: 1) the proportion of children who suffered from accidental injuries is higher than that of non-left-behind children; 2) poorer academic performance and more prominent delinquent behaviors in learning; 3) weak social support, lack of emotional support, often feeling annoyed; 4) lack of emotional support, and often feeling annoyed. (3) Weak social support and lack of emotional support, and the proportion of those who often feel irritable, lonely, sullen and lose their temper for no reason is higher than that of non-left-behind children; (4) Negative emotions are more obvious among left-behind girls, and the proportion of those who often feel irritable, sullen and lose their temper for no reason is higher than that of boys; (5) Left-behind boys have more problematic behaviors such as being late for school, skipping school and being punished by their teachers, and they also encounter more obstacles in their studies and school life, as well as are subject to more bullies Compared with students in other grades, left-behind children in the fourth grade of elementary school are more obviously affected by their parents’ going out, and the proportion of those who feel that they are more easily bullied and discriminated against, and are more introverted and timid than before is the highest; 7. Compared with students in other grades, left-behind students in the second year of junior high school encounter more obstacles in their studies and campus life, and their relationship with their parents is poorer; 8. The daily routines of residential left-behind children are poorer, and their study and campus life habits are poorer, and their study and school life habits are poorer. living habits are worse, their study and campus life conditions are worse, and their satisfaction with life is relatively low; 9. Left-behind children whose mothers are out of the house have the most prominent problems in all aspects, they have worse living habits, worse performance in school, and suffer from bullying with a high percentage of Internet malpractice with more accidental injuries on the face of left-behind life is worse, and the percentage of suffering from bullying is high Internet malpractice with more accidental injuries on the face of left-behind life is worse, and the percentage of suffering from bullying is high Worse, the proportion of suffering from bullying is high cyber malpractice more accidental injuries to stay in the face of life now worse, suffering from bullying is high cyber malpractice more accidental injuries to stay in the face of life now worse, suffering from bullying is high cyber malpractice more accidental injuries to stay in the face of life now worse, suffering from bullying is high cyber malpractice more accidental injuries to stay in the face of life now worse, suffering from bullying is high cyber malpractice more accidental injuries to stay in the face of life now experience is higher as well. On the whole, people generally assume that left-behind children are a problematic group, some even focus on the extreme performance of individuals, and tend to attribute all kinds of bad behavior of left-behind children to their status. The statistics and typical cases of crimes committed by left-behind youths in rural areas that frequently appear in various media further deepen people’s impression of left-behind children as problematic children. Based on the assumption that left-behind children are a problematic group, researchers have put forward some suggestions to alleviate or improve the status quo from the assumption that they are a problematic group in the family and the school society, while public welfare organizations have tried to help left-behind children to improve their living conditions through donations of money and material goods and other different perspectives.