IMPROVING SCHOOL ADAPTATION OF LEFT-BEHIND CHILDREN IN INNER MONGOLIA AUTONOMOUS REGION IN CHINA

Abstract

This study investigates improving school adaptation of left-behind children in Inner Mongolia Autonomous Region in China. Left-behind children face significant challenges in their academic, social, and emotional development due to prolonged parental absence and limited access to educational resources. Using a combination of literature review and expert interviews. These factors operate within a collaborative framework that involves schools, families, communities, and government agencies. The findings emphasize the importance of multi-dimensional interventions, such as tailored learning plans, psychological counseling, and inclusive school environments, to address the unique needs of left-behind children. This research highlights the necessity of integrating systemic support, participatory governance, and community engagement to ensure equitable educational opportunities for this vulnerable group.