Displaying 381 - 390 of 824
This study seeks to improve understanding of the risks and types of sexual and gender-based violence faced by children who migrate on their own, as well as the unfortunate and widespread gaps in protection and assistance for these children.
This guidance on reception conditions for unaccompanied children was created by the European Asylum Support Office in order to support the development of reception tools, but also to enable the planning and provision of adequate care for children on the move.
This study sought to assess the combined effects of physical neglect, a major embodiment of the left-behind phenomenon, and the trauma of being left behind on subsequent behavioral problems of children in rural China.
The purpose of this paper is to compare loneliness between the left-behind children of migrant workers and the non-left-behind ones, and identify the most significant predictors of loneliness among the left-behind children.
This paper examines the relationship between the migration of men from rural China and the educational attainment of their left‐behind children.
In this study, concept mapping was used to identify the needs of nonkinship foster parents from Caucasian ethnicity who care for unaccompanied refugee minors (URM) in Flanders (Dutch speaking part of Belgium).
This 2019 Global Education Monitoring Report continues its assessment of progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda. Its main focus is on the theme of migration and displacement.
The authors of this study decided to perform two investigations to determine if university students with left-behind experience (USWL) might possess unique positive psychological capital factors.
This study investigated the impact of parental migration on nutritional disorders of left-behind children (LBC) in Bangladesh.
Grounded in the framework of positive youth development (PYD), this study was designed to examine how ecological assets (i.e., neighborhood social cohesion and trusting relationships with caregivers) and individual strength (i.e., resilience) predict subjective well‐being among left‐behind children.