ABSTRACT Recent research from a resilience perspective has underscored the significance of students' internal learning characteristics, alongside support and resources from various external systems, in promoting the positive educational development of rural left‐behind students despite parental absence. Utilizing a strength‐based approach, these studies have identified numerous promotive and protective factors from left‐behind children's multiple systems. This study conducted a systematic scoping review of both English and Chinese literature to synthesize these factors across individual, familial, school, peer, and community levels. A total of thirty‐six studies were selected for final review and analysis. Three dimensions concerning left‐behind children's individual system were identified: educational expectations and values, academic engagement and motivation, and psychological and physical health. Familial factors garnered the most attention among reviewed articles, with five dimensions being identified: family expectations, support and guidance, socio‐economic status, structure and dynamics, and cognitive and academic backgrounds. Factors discussed at the school level are school boarding, school support, and teacher–student relationship. In addition, peer support and peer relationships were also found to have a positive impact on left‐behind students' educational development. The results of this scoping review shed light on practical implications for developing interventions targeting multilevel systems to strengthen left‐behind children's academic resilience.
Jia et al. (Thu,) studied this question.