The involvement of left-behind children (LBC) in school bullying has raised concern in China. However, the susceptibility of LBC to engage in bullying is controversial, and comprehensive, representative studies covering the entire country are lacking. The purpose of this study was to evaluate the prevalence and severity of school bullying among LBC. The Chinese National Knowledge Network, WanFang, VIP, PubMed, Web of Science, EMBASE, and EBSCO databases were searched for literature on being left-behind and bullying before April 2022. The effect size was measured by odds ratio (ORs), standard mean difference (SMD), and 95% confidence interval (CI). Random-effects or fixed-effects models were selected for meta-analysis, and subgroup analysis was used to explore the sources of heterogeneity. The meta-analysis included 25 studies of school bullying among LBC and non-LBC (NLBC). The prevalence of bullying perpetration and victimization among LBC were 18.58% (95% CI [3.72%, 33.44%], p < .05) and 40.62% (95% CI [25.47%, 55.78%], p < .05), respectively. Compared with NLBC, the risk of bullying perpetration and victimization among LBC increased 1.97 times (OR = 1.97, 95% CI [1.77, 2.20], p < .05) and 2.17 times (OR = 2.17, 95% CI [1.43, 3.29], p < .05), respectively. The severity of bullying experienced by LBC was higher than that of NLBC (SMD = 0.49, 95% CI [0.20, 0.79], p < .05). The prevalence and severity of school bullying were higher in LBC than in NLBC, and left-behindness was positively associated with school bullying. LBC are a crucial population to protect when developing bullying interventions.
All China Women’s Federation. (2013). A research report on the status of rural left-behind children and floating children. Chinese Women’s Movement, 6, 30–34.
2.
ArhinD. K.AsanteK. O.KugbeyN.Oti-BoadiM. (2019). The relationship between psychological distress and bullying victimisation among school-going adolescents in Ghana: A cross-sectional study. BMC Research Notes, 12, 264. https://doi.org/10.1186/s13104-019-4300-6
3.
Azúa FuentesE.Rojas CarvalloP.Ruiz PobleteS. (2020). Bullying as a risk factor for depression and suicide. Revista Chilena de Pediatría, 91(3), 432–439. https://doi.org/10.32641/rchped.v91i3.1230
4.
BidermanA. D.HindelangM. J.GottfredsonM. R.GarofaloJ. (1982). Victims of personal crime: An empirical foundation for a theory of personal victimization. Contemporary Sociology, 11(1), 41. https://doi.org/10.2307/2066613
5.
ChengJ.SunY. H. (2015). Depression and anxiety among left-behind children in China: A systematic review. Child Care Health and Development, 41(4), 515–523. https://doi.org/10.1111/cch.12221
6.
ChenX. (2017). Parental migration, caretaking arrangement, and children’s delinquent behavior in rural China. Asian Journal of Criminology, 12(4), 281–302. https://doi.org/10.1007/s11417-017-9250-0
7.
DingG.BaoY. (2014). Editorial perspective: Assessing developmental risk in cultural context: the case of ‘left behind’ children in rural China. Journal of Child Psychology and Psychiatry, 55(4), 411–412. https://doi.org/10.1111/jcpp.12228
8.
DuanC.ZhouF. (2005). A study on children left behind. Population Research, 1, 29–36.
9.
FellmethG.Rose-ClarkeK.ZhaoC.BusertL. K.ZhengY.MassazzaA.SonmezH.EderB.BlewittA.LertgraiW.OrcuttM.RicciK.Mohamed-AhmedO.BurnsR.KnipeD.HargreavesS.HeskethT.OpondoC.DevakumarD. (2018). Health impacts of parental migration on left-behind children and adolescents: A systematic review and meta-analysis. Lancet, 392(10164), 2567–2582. https://doi.org/10.1016/S0140-6736(18)32558-3
10.
GaoS.ChanK. L.ChenS.ZhongH. (2023). Bullying victimization and depression among left-behind adolescents in rural China: Roles of hopelessness and grit. School Mental Health. Advance online publication. https://doi.org/10.1007/s12310-023-09579-w
11.
GiniG.PozzoliT.LenziM.VienoA. (2014). Bullying victimization at school and headache: A meta-analysis of observational studies. Headache, 54(6), 976–986. https://doi.org/10.1111/head.12344
12.
HanM.ShiX.XiongD.ZhangX.ShenX.WuN.WangJ.SunJ. (2023). The status and influencing factors of adolescents’ mental health in a province of China: A cross-sectional study. Journal of Affective Disorders, 321, 41–46. https://doi.org/10.1016/j.jad.2022.10.024
13.
HuangF.LingH. (2018). The relationship between peer bullying and depression and anxiety among left-behind junior middle school students. Journal of Xihua University (Philosophy & Social Sciences), 37(1), 102–107. https://doi.org/10.19642/j.issn.1672-8505.2018.01.015
14.
JiangS.ChuJ.LiC.MedinaA.HuQ.LiuJ.ZhouC. (2015). Alcohol consumption is higher among left-behind Chinese children whose parents leave rural areas to work. ACTA Paediatrica, 104(12), 1298–1304. https://doi.org/10.1111/apa.13163
15.
LiangY.WangL.RuiG. (2017). Depression among left-behind children in China. Journal of Health Psychology, 22(14), 1897–1905. https://doi.org/10.1177/1359105316676333
16.
LiB.HuT.TangW. (2022). The effects of peer bullying and poverty on suicidality in Chinese left behind adolescents: The mediating role of psychotic-like experiences. Early Intervention in Psychiatry, 16(11), 1217–1229. https://doi.org/10.1111/eip.13271
17.
LingH.ZhouY.RaoM.FengH.ZhouC.ZhangJ. (2022). Study on the current situation of school bullying in left-behind junior middle school students: An analysis based on demographic characteristics. Chinese Journal of Clinical Psychology, 30(2), 387–391+345. https://doi.org/10.16128/j.cnki.1005-3611.2022.02.028
18.
LiuG.XuY.YangF.RaoL. (2021). Research on school bullying of left-behind students from the perspective of Family factors. Journal of Shangrao Normal University, 41(3), 110–114.
19.
LiuH.ZhouZ.FanX.LuoH.WangD.WangJ.ShenC.NawazR. (2021). A mixed method study to examine the mental health problems of college students who had left-behind experiences. Journal of Affective Disorders, 292, 149–160. https://doi.org/10.1016/j.jad.2021.04.087
20.
LiuZ.ZhouB. (2020). The lasting impact of parental migration on children’s behavioral outcomes: Evidence from China. Chinese Sociological Review, 52(4), 438–461. https://doi.org/10.1080/21620555.2020.1776604
21.
LuC. (2019). The relationship between family function and peer bullying of left-behind children in rural areas – based on the mediating role of parent-child relationship. Journal of Longyan University, 37(6), 106–111. https://doi.org/10.16813/j.cnki.cn35-1286/g4.2019.06.015
22.
LuC. (2020). The relationship between interpersonal sensitivity and peer bullying in rural left-behind children: Based on the mediating role of loneliness. Journal of Jiangsu Second Normal University, 36(5), 109–114.
23.
MalhiP.BhartiB. (2022). School bullying and association with somatic complaints in victimized children: Authors’ reply. Indian Journal of Pediatrics, 89(5), 525–525. https://doi.org/10.1007/s12098-021-04062-3
24.
MiuL.SunH.ZhangY.ChenS.KeY.YangY. (2020). Studying on the influence of parent-child separation on bullying victimization and feeling of inferiority of the left-behind children. The Chinese Health Service Management, 37(12), 943–945+960.
25.
MunnZ.MoolaS.LisyK.RiitanoD.TufanaruC. (2015). Methodological guidance for systematic reviews of observational epidemiological studies reporting prevalence and cumulative incidence data. International Journal of Evidence Based Healthcare, 13(3), 147–153.
26.
OlweusD. (2010). Bullying in schools: Facts and intervention. Kriminalistik, 64, 1–29.
27.
OtakeY.LiuX.LuoX. (2019). Involvement in bullying among left-behind children in provincial Chinese cities: The role of perceived emotional support. Journal of Aggression Maltreatment & Trauma, 28(8), 943–957. https://doi.org/10.1080/10926771.2017.1410749
28.
PageM. J.McKenzieJ. E.BossuytP. M.BoutronI.HoffmannT. C.MulrowC. D.ShamseerL.TetzlaffJ. M.AklE. A.BrennanS. E.ChouR.GlanvilleJ.GrimshawJ. M.HrobjartssonA.LaluM. M.LiT. J.LoderE. W.Mayo-WilsonE.McDonaldS.. . . MoherD. (2022). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Revista Panamericana De Salud Publica-Pan American Journal Of Public Health, 46, e112. https://doi.org/10.26633/RPSP.2022.112
29.
ShenJ.LiuX.ZhaoJ.ShiB. (2015). The psychological development of chinese left-behind children and migrant children in urbanization process. Psychological Development and Education, 31(1), 108–116. https://doi.org/10.16187/j.cnki.issn1001-4918.2015.01.15
30.
StevensV.De BourdeaudhuijI.Van OostP. (2002). Relationship of the family environment to children’s involvement in bully/victim problems at school. Journal of Youth and Adolescence, 31(6), 419–428. https://doi.org/10.1023/A:1020207003027
31.
SuC.XuS.YangH. (2016). An analysis of the causes and countermeasures of bullying in primary and secondary schools from the perspective of family education. Journal of the Chinese Society of Education, (11), 18–23.
32.
TakizawaR.MaughanB.ArseneaultL. (2014). Adult health outcomes of childhood bullying victimization: Evidence from a five-decade longitudinal British birth cohort. American Journal of Psychiatry, 171(7), 777–784. https://doi.org/10.1176/appi.ajp.2014.13101401
33.
TangD.CaiW.LiL. (2018). Analysis of influencing factors on school bullying among leftover and non-leftover children in Guangzhou. Chinese Journal of School Health, 39(7), 1050–1053. https://doi.org/10.16835/j.cnki.1000-9817.2018.07.026
34.
TangW.WangG.HuT.DaiQ.XuJ.YangY.XuJ. (2018). Mental health and psychosocial problems among Chinese left-behind children: A cross-sectional comparative study. Journal of Affective Disorders, 241, 133–141. https://doi.org/10.1016/j.jad.2018.08.017
35.
TanQ.WuM.ChangZ. (2018). An empirical investigation on the influence of cumulative ecological risk on the school bullying of rural children. Journal of Educational Science of Hunan Normal University, 17(5), 51–57. https://doi.org/10.19503/j.cnki.1671-6124.2018.05.004
36.
WangQ.LiuX. (2021). Peer victimization and nonsuicidal self-injury among Chinese left-behind children: The moderating roles of subjective socioeconomic status and social support. Journal of Interpersonal Violence, 36(23–24), 11165–11187. https://doi.org/10.1177/0886260519897346
37.
WangS.LiuS. (2020). Construction of risk and prevention system of deviant behavior of rural left-behind children. Educational Science Research, 9, 73–78.
38.
WuW.QuG.WangL.TangX.SunY. (2019). Meta-analysis of the mental health status of left-behind children in China. Journal of Paediatrics and Child Health, 55(3), 260–270. https://doi.org/10.1111/jpc.14349
39.
XieL.LianR. (2020). The relationship between bullying and mental health in left-behind children: The mediating and moderating roles of coping styles. Mental Health Education in Primary and Secondary School, 3, 9–16.
40.
XieL.XieC. (2016). The victimization situation and protection strategy of rural left-behind children. Mental Health Education in Primary and Secondary School, 21, 4–7.
41.
XieM.SuC. (2022). Bullying victimization and depression among left-behind adolescents in China: Mediating role of self-esteem. Social Behavior and Personality, 50(4), 1–9. https://doi.org/10.2224/sbp.11361
42.
XieQ.ZhaoG.LuJ.ChenR.XuJ.WangM.AkezhuoliH.WangF.ZhouX. (2023). Mental health problems amongst left-behind adolescents in China: Serial mediation roles of parent-adolescent communication and school bullying victimisation. British Journal of Social Work, 53(2), 994–1018. https://doi.org/10.1093/bjsw/bcac168
43.
XingH.YuW.XuF.ChenS. (2017). Influence of social support and rearing behavior on psychosocial health in left-behind children. Health and Quality of Life Outcomes, 15, 13. https://doi.org/10.1186/s12955-017-0592-1
44.
XuX.JiangL.YangY.YangQ.CaiL.ZhenH. (2021). The relationship between parental attachment and bullying behavior in middle school students: The mediating role of emotional regulation of self-efficacy. Journal of Huzhou University, 43(12), 43–49.
45.
YangT.LiC.ZhouC.JiangS.ChuJ.MedinaA.RozelleS. (2016). Parental migration and smoking behavior of left-behind children: Evidence from a survey in rural Anhui, China. International Journal for Equity in Health, 15, 127. https://doi.org/10.1186/s12939-016-0416-7
46.
YangY.ZhengC.XieM.YuanS.ZengY.ZhouM.HuangS.ZhuY.YeX.ZouZ.WangY.BakerJ. S. (2021). Bullying victimization and life satisfaction among rural left-behind children in China: A cross-sectional study. Frontiers in Pediatrics, 9, 671543. https://doi.org/10.3389/fped.2021.671543
47.
YanH.ChenJ.HuangJ. (2019). School bullying among left-behind children: The efficacy of art therapy on reducing bullying victimization. Frontiers in Psychiatry, 10, 40. https://doi.org/10.3389/fpsyt.2019.00040
48.
YanR.XieR.JiangM.LiJ.LinX.DingW. (2022). Longitudinal relationship between bullying victimization and depression among left-behind children: Roles of negative thoughts and self-compassion. Frontiers in Psychology, 13, 852634. https://doi.org/10.3389/fpsyg.2022.852634
49.
YuB.LiJ.LiuW.HuangS.CaoX. (2022). The effect of left-behind experience and self-esteem on aggressive behavior in young adults in China a cross-sectional study. Journal of Interpersonal Violence, 37(3–4), 1049–1075. https://doi.org/10.1177/0886260520922373
50.
YuY.WangQ. (2020). Scientific definition of school bullying: Rethinking the definition of school bullying. Educational Science Research, 2, 78–84.
51.
ZhangC.XuW.LuH. (2020). Longitudinal relationship between inferiority and aggression in Chinese college students: The moderation of left-behind experience. Personality and Individual Differences, 156, 109791. https://doi.org/10.1016/j.paid.2019.109791
52.
ZhangH. (2011). A survey of rural left-behind pupils’ being bullied on campus and countermeasures. Journal of Henan University of Technology ( Social Science), 7(3), 154–156. https://doi.org/10.16433/j.cnki.cn41-1379.2011.03.037
53.
ZhangH.ChiP.LongH.RenX. (2019). Bullying victimization and depression among left-behind children in rural China: Roles of self-compassion and hope. Child Abuse & Neglect, 96, 104072. https://doi.org/10.1016/j.chiabu.2019.104072
54.
ZhangH.ZhouH.CaoR. (2021). Bullying victimization among left-behind children in rural China: Prevalence and associated risk factors. Journal of Interpersonal Violence, 36(15–16), NP8414–NP8430. https://doi.org/10.1177/0886260519843287
55.
ZhangJ.YanL.QiuH.DaiB. (2018). Social adaptation of Chinese left-behind children: Systematic review and meta-analysis. Children and Youth Services Review, 95, 308–315. https://doi.org/10.1016/j.childyouth.2018.11.012
56.
ZhouY. M.ZhaoC.QiY.FanH.HuangX.TianX.SunJ.YiZ. (2020). Emotional and behavioral problems of left-behind children in impoverished rural China: A comparative cross-sectional study of fourth-grade children. Journal of Adolescent Health, 67(5), S48–S54. https://doi.org/10.1016/j.jadohealth.2020.06.016
57.
ZhouY. YChengY.LiangY.WangJ.LiC.DuW.LiuY.LiuZ. (2020). Interaction status, victimization and emotional distress of left-behind children: A national survey in China. Children and Youth Services Review, 118, 105348. https://doi.org/10.1016/j.childyouth.2020.105348
58.
ZhuX.LiuJ.LiangZ. (2020). Are left-behind children more likely to be bullied? Empirical evidence from rural schools in Shaanxi province. Chinese Sociological Review, 3, 1–27. https://doi.org/10.1080/21620555.2020.1776603
