This article focuses on the care issues of primary school teachers in rural China, especially for poor families and left-behind children. Based on data from UNICEF and the National Bureau of Statistics of China, as of 2020, there are a huge number of children in rural China, many of whom come from poor families and lack a stable family environment and high-quality educational resources. In addition, the problem of left-behind children is also significant. These children lack direct family care because their parents go out to work. This study conducted interviews with teachers from three rural primary schools in Hubei Province, organized the interviews, and extracted high-frequency keywords, aiming to clarify key issues and explore support and intervention measures. The research aims to improve the working environment of rural primary school teachers, enhance their caring abilities, and thereby promote the academic achievement and all-round development of rural children.
Zhou et al. (Thu,) studied this question.