HYPOTHESIS AND THEORY article
Front. Public Health
Sec. Children and Health
This article is part of the Research TopicManaging the Burden of Child Health in China: Focus on Common ConditionsView all 5 articles
Family-centered mental health care for left-behind children in Chinese ethnic minority concentrated areas: A psychiatric nursing framework for rural education settings
Provisionally accepted
Yi Rong1,2
Guangzhe Frank Yuan1,2*- 1School of Education Science, Leshan Normal Univeristy, Leshan, China
- 2Sichuan Rural Education Development Research Center, Leshan Normal University, Leshan, China
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Background: Left-behind children in Chinese ethnic minority concentrated areas face significant mental health challenges stemming from parental migration, cultural factors, and limited access to care. To address this, culturally appropriate, family-centered interventions are required. Purpose: This paper proposes a comprehensive psychiatric nursing framework to deliver culturally responsive, family-centered mental health care within rural educational settings serving ethnic minority concentrated areas in China. Methods: This framework development study integrates evidence from comprehensive literature synthesis across multiple domains: family-centered care, cultural competence, rural mental health disparities, school-based service delivery, and psychiatric nursing practice. The framework is grounded in three complementary theoretical perspectives: Family Stress Model, Cultural Competence Theory, and Ecological Systems Theory. Development involved iterative synthesis of empirical evidence, theoretical integration, and incorporation of implementation science principles. Framework Components: The proposed framework encompasses four core components: (1) culturally responsive assessment protocols incorporating multi-informant approaches and culturally adapted screening instruments; (2) family-centered intervention strategies including multi-generational family therapy, communication enhancement, and cultural identity development; (3) school-based mental health service delivery featuring integrated services, teacher training, and peer support programs; and (4) community partnership models engaging health care systems, cultural institutions, and community advisory boards. Implementation occurs in three phases: Preparation and Planning, Pilot Implementation, and Full Implementation and Sustainability. A comprehensive evaluation framework examines both process indicators (fidelity, utilization, stakeholder satisfaction) and outcomes (child mental health, family functioning, educational performance, community capacity). Implementation and Evaluation: The framework includes detailed implementation strategies across three phases, comprehensive training and capacity-building protocols for implementation teams, and a dual-focus evaluation framework examining both process measures and multi-level outcomes. Conclusion: Implementing this framework can reduce mental health disparities among left-behind children in ethnic minority rural areas by strengthening family resilience and community support. Integrating these services within schools offers a sustainable and accessible care delivery model for this underserved population.
Keywords: family-centered care, Left-behind Children, ethnic minority, Psychiatric Nursing, mental health disparities
Received: 20 Sep 2025; Accepted: 28 Nov 2025.
Copyright: © 2025 Rong and Yuan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Guangzhe Frank Yuan
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