Family-centered mental health care for left-behind children in Chinese ethnic minority concentrated areas

A psychiatric nursing framework for rural education settings

Bibliographic Data

ID22082656
AuthorsYi Rong (0009-0001-6609-5474, Leshan Normal University), Guangkuo Yuan (0000-0001-6145-4020), Guangzhe Frank Yuan (Leshan Normal University, corresponding author)
Year2025
Volume13
Pages1709606-1709606
Publication date2025-12-11
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Public Health (JOURNAL)
Journal identifiersISSN: 2296-2565 • E-ISSN: 2296-2565
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/fpubh.2025.1709606
PMID41458406
OpenAlexW4417221332
LanguageEN
References cited32

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

Ethnic group · Health care · Health equity · MEDLINE · Mental health · Mental healthcare · Psychological resilience · Rural area · Child and Adolescent Psychosocial and Emotional Development · Maternal Mental Health During Pregnancy and Postpartum · Mental Health Treatment and Access