Analysis of factors influencing the family education of rural migrants’ children in Dongguan, China

Abstract

Since China's economic reform and opening, there has been a massive migration of people from rural to urban regions, resulting in a significant increase in the number of children from rural migrant families. Many of these families struggle to access public services and manage family affairs in the cities where they reside, especially because they bring their children with them. This study examines the "family-related difficulties" faced by rural migrant families, focusing on factors that affect their children’s family education. These factors include the family education environment, family education mode, and family education content. The study used questionnaire-based surveys to collect data; in addition to questionnaires, data were gathered through observation, and observational notes were also recorded during site visits to supplement and contextualize participants’ responses. The analysis reveals that these three factors significantly influence family education. To enhance the development of family education for these children, targeted social work interventions that link family education to social and governmental resources are essential. Social workers can play their role of linking social resources by integrating the strengths of schools, communities, and the government. Based on the actual needs of families with migrant children, social workers take the initiative to connect with schools, communities, and governmental organizations to establish a cooperation network, implementing targeted intervention strategies, improving the quality of family education for rural migrant children, and promoting their healthy development.