Supporting the behavioral health of rural left-behind children through rural education: a multi-dimensional...

Rapid economic development and accelerated urbanization have prompted large numbers of rural adults to migrate to cities for better job opportunities, leaving a large population of rural school-age children behind in their hometowns. The absence of parental affection and the breakdown of family functions have created significant challenges for the behavioral health of left-behind children, placing a crucial responsibility on rural education. This study employed semi-structured interviews and questionnaires to identify the demands of rural education among left-behind children. Applying the Kano model to analyze these demands revealed that, among 25 demand indicators, 6 were classified as must-be quality, 8 as one-dimensional quality, 6 as attractive quality, and 5 as indifferent quality. Subsequently, the AHP was used to identify the weight of each demand indicator. The study results identified and ranked the key demands in rural education that support the behavioral health of left-behind children, providing a basis for rural schools and teachers to formulate targeted strategies, and offering an operational pathway for promoting the behavioral health of left-behind children from the perspective of demand, thereby advancing the sustainable development of both the behavioral health of left-behind children and the rural education system.