Work plan for left-behind children in primary schools

Collection of 5 work plans for left-behind children in primary schools

Time is passing and never stops. New work will soon be launched. For this, a good plan needs to be written. . Don’t have a clue when it comes to making plans? The following are 5 work plans for left-behind children in primary schools that I have carefully compiled for your reference. I hope they can help friends in need.

Work Plan for Left-behind Children in Primary Schools Part 1

1. Guiding Ideology

According to the spirit of superior documents, taking the project research as an opportunity, combined with the growth situation of left-behind children in our school and actual needs, to better utilize the practical educational function of the school, to further promote the education and management of left-behind children, and to enable the left-behind children in our school to grow up healthily.

2. Work Objectives

Through investigation, analysis and research on the problems of left-behind children, find out the reasons that affect the healthy growth of left-behind children, and propose effective measures and measures in a targeted manner. We must pay close attention to the implementation of the measures to create a healthy, happy, equal and harmonious growth environment for "left-behind children". At the same time, we must strengthen leadership, form synergy, vigorously publicize, establish a target responsibility system and a complete work evaluation system, and continuously improve the future of the vast number of future children. The overall quality of adults.

1. Establish files for left-behind children, so that the file creation rate for left-behind children reaches 100%;

2. The enrollment rate and consolidation rate of left-behind children reach 100%;

< p> 3. For cases involving left-behind children that comply with legal aid regulations, 100% legal aid will be provided;

4. Caring for left-behind children and implementing "one-on-one" pairing assistance activities in classes.

3. Main measures

1. Improve the mechanism and give full play to the role of the main position of the class

Strengthen leadership, sum up experience, establish models, and promote the education of "left-behind children" Management work is institutionalized, standardized and regularized. Make the class truly become the main position and main channel for students to learn knowledge, learn culture, and continuously improve their ideological consciousness.

1. Establish a class leadership organization and clarify the division of responsibilities. Establish a leading group for caring for left-behind children to strengthen unified leadership and management of left-behind children and ensure that all work requirements are fully and conscientiously implemented. < /p>

2. Establish a file and contact card system for left-behind children

It is necessary to conduct careful investigation and research to find out the number of left-behind children, and establish a special file and contact card for each left-behind child. Its basic content: the student's basic information, parents' names, detailed home address and contact number, the detailed address and contact number of the parents' work unit, the occupation, detailed address, contact number, physical condition, age, etc. of the guardian or the guardian entrusted by him. The school arranges personnel responsible for student status file management to manage the files of left-behind children, and timely supplement or change the relevant content of the contact card according to changes in students. Through the establishment of the contact card system, the relationship between the class and students' parents and other guardians is strengthened, and a student-centered care network is jointly formed. The school has set up a family hotline for left-behind children, phone number: 0565-762030

3. True love and care, "three priorities"

(1) Prioritize tutoring in learning. Classes must classify and group left-behind children one by one in terms of learning, and implement this to every teacher. The classroom teachers will analyze the students' academic situation in detail, formulate a learning assistance plan, and clarify the assistance time, content and phased effects. Each left-behind child is led by a teacher to identify a learning assistant. The teacher should conduct regular inspections on the effectiveness of paired assistance and establish a progress file.

(2) Give priority to care in life. Teachers should take one more look at left-behind children, ask more questions, and help them more, so that students can be happy and parents can feel at ease. Canteens should pay attention to balanced nutrition, which is beneficial to physical development. When left-behind children become ill, they must be diagnosed and treated promptly and taken good care of. Boarding students should be guided to learn to take care of themselves and develop civilized and healthy living habits.

(3) Prioritize arrangements for activities.

We attach great importance to and carefully organize left-behind children to participate in group activities, or carry out some activities individually according to their characteristics, which not only makes them happy physically and mentally, but also cultivates their ability to live independently.

4. Implement a system of pairing teachers and staff to help left-behind children.

Identify key assistance targets among left-behind students and assign supporting teachers. Pairing of supporting teachers and teachers should often have heart-to-heart conversations with left-behind students, keep abreast of the ideological trends of left-behind students, and guide them to grow up healthily. Establish a growth diary for teachers to care for left-behind children. For left-behind children who are boarding in school, teachers should communicate with each other from time to time to understand the thoughts and living conditions of left-behind children; for non-boarding children, teachers should regularly visit and communicate with other guardians, provide timely feedback on the children’s situation, and help them Good ideological work for children. Let left-behind children grow up among teachers and classmates, compensate for the missing family education, and help them get rid of loneliness and depression.

5. Establish and improve the heart-to-heart talk system between teachers and left-behind children.

Schools should regularly hold symposiums to support teachers, left-behind children, guardians or entrusted guardians. Class teachers are required to have a heart-to-heart talk with "left-behind children" once a month and fill out record cards in detail. For a small number of "left-behind children" whose learning has seriously declined, whose personality development is not perfect, whose moral development is anomalous, and who are suspected of breaking the law, individual education management plans should be formulated and focused on correction. and help, to be targeted and teach students in accordance with their aptitude.

Carry out humanistic care activities. Let the left-behind students make up for the negative impact of the lack of family affection on their personality development through the warmth of teachers and the collective. By holding regular theme class meetings, team activities, calligraphy and painting exhibitions, speech contests, artistic performances and other activities, we organize left-behind students to actively participate, so that they can live in a happy and harmonious atmosphere, find the feeling of going home, and enhance their learning and life. confidence, and experience the joy of learning and growing.

6. Pay attention to the mental health education of left-behind children

For left-behind children with moral behavioral deviations and psychological disorders, schools should focus on setting up psychological education courses and vigorously carry out psychological consultation and psychological correction. activities, regularly carry out ideological education, emotional education, independent living education and considerate parent education, etc., so that left-behind children feel cared for, experience the joy and happiness of life growth, eliminate negative emotional experiences, establish an optimistic attitude towards life, and cultivate correct outlook on life and values.

(2) Clarify responsibilities and strive to create a good educational environment

1. Strengthen the construction and management of boarding classes

Through home visits, parent-teacher meetings, etc. We will conduct extensive publicity and try our best to mobilize one of the parents of left-behind children to return home. Let left-behind children in rural areas receive the education, management, care and care they deserve. At the same time, in light of the increasing number of left-behind children in rural areas, we should change the concept of running schools, conduct targeted education, and improve the overall quality of students.

2. Strengthen the support for poor left-behind children

Classes should give special care to left-behind children in life, study, etc., and provide left-behind children with family difficulties according to policies Include it in the scope of assistance, actively guide and call on people of insight in enterprises to provide living care subsidies to left-behind children to ensure that they successfully complete nine years of compulsory education. Work plan for left-behind children in primary schools Part 2

1. Establish a purpose

What is the key to solving the educational problems of "left-behind children"? All teachers in the school participated in lively discussions on this issue. Some conducted in-depth research and sought conclusions from practical teaching practices. Some sought answers from theoretical books and information on the Internet. Teachers expressed their opinions on this issue. The school committee The leadership team of the association held many meetings for discussion, and gradually, a certain political knowledge was formed. We pay attention to comparing "left-behind children" with ordinary children, and believe that the problem mainly lies in family education. The parents of "left-behind children" have been working abroad for many years, and most of them live with their grandparents or grandparents, and their family education is incomplete. To this end, we have focused our work on making up for the deficiencies in family education for “left-behind children”. In response to the different living conditions of different "left-behind children", our teachers have adopted a variety of teaching methods, but the purpose is one: to establish a democratic, heart-to-heart, and cooperative relationship with the "left-behind children" using sincere care in life as the starting point. The harmonious relationship of mutual trust strives to fill the gap caused by the incomplete tutoring of "left-behind children" and promote the comprehensive and healthy growth of "left-behind children" both physically and mentally.

Since the purpose of the activity has gone through a long-term brewing process, the teachers have a deep understanding and a firm grasp of it, and are more able to be proactive and have a clear direction in specific teaching assistance work.

2. Find out each situation

According to the preliminary investigation, there are 87 "left-behind children" in grades one to nine in our school. We mainly implement the responsibility of providing assistance and education to the head teacher and At the same time, the special education work for 87 "left-behind children" was assigned to the leading members of the school committee and implemented a "bump-sum" responsibility. This two-pronged approach greatly enhances the intensity of the work.

They are both "left-behind children", but their respective situations are very different. The situations of their guardians are also very different. Some love the children, some indulge the children, some are very harsh towards the children, and some inappropriately transfer the complaints about the children's parents to the children, and have no control over the children's consumption expenditure. It's very stingy, and it's just about taking care of the children's living area...

We have done a comprehensive and in-depth investigation and understanding of all this. The leaders of the school committee will lead the relevant teachers, or talk to the students, or Make home visits, collect and classify the information obtained through the investigation, and study methods of assistance and education. We strive to do our work in a practical, detailed and effective manner. In this way, we must first understand the specific situation of each "left-behind child" thoroughly.

3. Launch a week of publicity

Now that we have figured out the situation and figured out the method, we believe it is necessary to launch a publicity campaign to create a strong atmosphere of helping and educating. . Therefore, the fourth week of the school's specific semester is the "Left-behind Children" special education activity publicity week. This week's regular school meeting will focus on the issue of educators of "left-behind children". The class meetings of each class will take this as the theme of the class meeting, and give full play to the publicity role of school broadcasts, blackboard newspapers and other forms to express the school's deep concern about "left-behind children". Educational ideas and comprehensive measures to help “left-behind children” are publicized. We call this week launch week. Not only that, we also posted slogans and posters everywhere to attract widespread attention from the whole society.

4. Go into every family

In the purpose of the activity, it is clearly stated that "taking sincere care in life as the entry point", and efforts should be made to make up for the disadvantages of "left-behind children" due to tutoring Blank space caused by incompleteness. Our initiatives to reach every home are based on this concept. Teachers go deep into the family lives of “left-behind children”, have extensive contact with their temporary guardians, provide guidance, help supervision, and work hard to improve the family education situation of “left-behind children”. The teacher also contacted the parents of the “left-behind children” by phone. As an educator, he consciously acted as the parent of the “left-behind children” and acted as an intermediary between the left-behind students and their temporary guardians. The entire family of the child develops a relationship of genuine trust. Only by establishing such a relationship can we grasp the key to helping and educating “left-behind children” and be truly effective.

5. Establish a center

The school sets up a special education activity center for left-behind children. The center has an office and sends teacher Wu Daobin with certain abilities and good quality to act as the "left-behind children" agent. The title of parent is responsible for this work. The center has a dedicated telephone line to facilitate contacting families and schools of "left-behind children". The center provides psychological counseling services to "left-behind children" and also provides guidance and coordination in helping and educating "left-behind children". Due to the effective work of the activity center, the special education work for "left-behind children" in each class has been transformed from fragmented to integrated, learning from each other, inspiring each other, and rising to rational understanding as soon as possible, promoting experience in a timely manner, correcting mistakes, and laying the foundation for the organization and in-depth advancement of activities. played a positive role.

6. Implementation of the "Three Ones" project

Under the guidance and organizational arrangements of the activity center, the school implements the "Three Ones" project actions for each "left-behind child". That means talking every Monday, communicating every month, and celebrating every year. The heart-to-heart talk can be about study and life, all the troubles or happy things on the way of growth, and can be alone or in a group. The purpose is to strengthen the emotional bond between teachers and students. Correspondence mainly refers to the exchange of letters between "left-behind children" and their distant parents. Letters contain a lot of information and are easy to express emotions and explain reasons. Every letter from parents often becomes a child's treasure and emotional sustenance.

Celebration refers to celebrating the birthday of "left-behind children". The "surrogate parent" related class teachers and classroom teachers in the activity center wish the children a happy birthday by giving small gifts, writing books and messages, etc. The "Three Ones" project actions have formed a system and have relatively detailed implementation records. The activity center will regularly inspect and supervise this. Wu Ting from Class 0801 wrote to her mother: "Mom, you can work with peace of mind. I live a good life in school. The teachers and classmates held a birthday celebration for me a few days ago and sang for me. Playing the Happy Birthday song, I was moved to tears. I am no longer afraid, and I no longer feel lonely. The teacher said that my study has made great progress, and I want to be a good and sensible daughter and study hard..." We put The "Three Ones" project, also known as the touching project, regularizes one touching thing after another, strives to resolve the loneliness and autism in the hearts of "left-behind children", and continuously sends them the warmth of the spring breeze.

7. Mobilize every student

The education of "left-behind children" only relies on the enthusiasm and efforts of teachers. It is not enough to mobilize every student and make all students enthusiastic to participate in the activities. Mobilizing every student is another effective measure taken by the school. Each class has carried out "loving help" activities to pair "left-behind children" with ordinary students to help "left-behind children" with their difficulties in life, study, and psychological setbacks, and to promote harmonious and friendly coexistence between left-behind children and ordinary students. . At the end of the semester, while the school strongly commends the "left-behind and progressive students", it also strongly commends the "loving helping little angels" who sincerely help the growth of the "left-behind children" to publicize their deeds and carry forward their spirit. During the activity, the loving and helping deeds among students were also very touching, one after another, too many to count. Some parents even participated in loving and helping left-behind children, which was also a blessing for the students who helped. This valuable experience has had an extremely broad and profound impact on the construction of school spirit and moral education.

In short, the lively special education activities for “left-behind children” should be long-term and permanent. This event has left a profound impact on us, and I believe it will also leave some inspiration and thinking for people. The education problem of "left-behind children" is also a social problem that cannot be ignored. The phenomenon of "left-behind children" should attract more attention. We will continue to do our best to make the parents of "left-behind children" feel at ease when working far away, let the "left-behind children" study and live peacefully and comfortably in their hometown, and strive to support a blue sky for their children. Work Plan for Left-behind Children in Primary Schools Part 3

1. Guiding Ideology

According to the spirit of provincial documents and combined with the growth status and actual needs of left-behind children in our school, we should better utilize the Young Pioneers and school care workers In order to implement the educational functions of organizations such as the Committee, better carry out the work of caring for left-behind children, pay attention to the healthy growth of left-behind children, and further promote the mental health education of left-behind children, this plan is specially formulated.

2. Work Objectives

Through investigation, analysis and research on the basic situation and common problems of left-behind children in primary schools in our school, establish and improve the work files for left-behind children, and find out the factors that affect the healthy growth of left-behind children. For the reasons, we should put forward effective measures and methods in a targeted manner, pay close attention to their implementation, and create a healthy, happy, equal and harmonious growth environment for "left-behind children". At the same time, we must strengthen leadership, form synergy, vigorously publicize, establish a target responsibility system and a complete work evaluation system, and continuously improve the level and effectiveness of our school's care for left-behind children.

1. Establish files for left-behind children so that the file creation rate for left-behind children reaches 100%.

2. The enrollment rate and consolidation rate of left-behind children reached 100%.

3. Care for left-behind children, carry out pairing assistance activities, help left-behind children from study, life and psychological aspects, promote the physical and mental health growth of left-behind children, and be willing to learn.

3. Main measures

(1) Improve the mechanism and strengthen the leadership of caring work.

1. Establish a leadership group and clarify the division of responsibilities.

2. Establish a file and contact card system for left-behind children.

It is necessary to conduct careful investigation and research to find out the number of left-behind children, and establish special files and contact cards for each left-behind child.

The school arranges personnel responsible for student status file management to manage the files of left-behind children, and timely supplement or change the relevant content of the contact card according to changes in students. Through the establishment of the contact card system, the relationship between schools, classes, parents and other guardians of students is strengthened, and a student-centered care network is jointly formed. The school sets up a family telephone number for left-behind children.

3. True love and “three priorities”.

(1) Give priority to tutoring in study.

(2) Give priority to care in life.

(3) Prioritize arrangements for activities.

4. Implement a system of pairing teachers and staff to help left-behind children, so that left-behind children, like other children in school, can grow up healthily under the care and love of teachers and classmates.

5. Establish and improve the heart-to-heart communication system between teachers and left-behind children.

6. Carry out humanistic care activities.

7. Pay attention to the mental health education of left-behind children.

(2) Clarify responsibilities and strive to create a good educational environment.

(3) Continuously summarize and promote the in-depth and efficient development of "care" work.

IV. Work Arrangement

September:

1. Discuss and formulate the school’s work plan for caring for left-behind children.

2. Carry out teacher home visits and student heart-to-heart talks.

October:

1. "National Day" celebration for left-behind children.

2. Establish a special leadership class for caring for left-behind children in schools.

November:

1. Carry out teacher-student pairing activities.

2. File information update.

3. Open a family telephone number for left-behind children.

December:

1. Convene a parent meeting for left-behind children.

2. Continue to carry out teacher-student pairing activities.

3. "New Year's Day" party for left-behind children.

January:

1. Left-behind children theme class meeting activities.

2. Information update on left-behind children. Work Plan for Left-behind Children in Primary Schools Part 4

1. Guiding Ideology

In order to better care for left-behind children and create a learning and living environment for them to grow healthily. In line with the spirit of relevant documents and work arrangements of the education department, our school vigorously implements the "Left-behind Children Care Project" and provides study guidance, ideological education, life services and other services to left-behind children, so that left-behind children can live and study with peace of mind at home or at school. Parents You can work safely abroad to promote the harmonious development of society.

2. Work Objectives

Through investigation, analysis and research on the problems of left-behind children, find out the reasons that affect the healthy growth of left-behind children, and propose effective measures and measures in a targeted manner. Measures should be implemented to create a healthy, happy, equal and harmonious growth environment for "left-behind children".

3. Main work measures

(1) Strengthen management and improve various systems.

1. Establish a leading group for caring for left-behind children, strengthen unified leadership and management of left-behind children, and ensure that all work requirements are fully and conscientiously implemented.

Team leader: Cao Kaiming

Deputy team leader: Xu Fubin, Huang Qilan, Wang You

Members: other administrative staff

Leading group consists of The office is located in the Moral Education Department, with Lai Jianjuan as director.

2. Update the roster of left-behind children and create files for new personnel.

Conduct careful investigation and research to find out the number of left-behind children, and further improve the personal files and contact cards of each left-behind child. Its basic content: the student's basic information, parents' names, parents' detailed addresses and contact numbers, guardians or their entrusted guardians' detailed addresses, contact numbers, physical conditions, etc. The school arranges personnel responsible for the management of student status files to manage the files of left-behind children, and timely supplement or change the relevant contents of the roster of left-behind children according to changes in students.

(2) Implement the care project for left-behind children and build a care network inside and outside the school.

1. Organize teacher-student pairing activities to help each other.

The teacher selects a poor student and a student with learning difficulties among the left-behind children to provide key assistance, and regularly provides study guidance, life support, and psychological understanding and communication to the assisted children. Actively mobilize caring people from society to pair up with left-behind children and serve as surrogate parents for left-behind children. Try to recruit "loving parents" from the society and carry out "family love match" activities. Let the assisted left-behind children feel the warmth of family affection and enjoy the family happiness of "not being relatives but being better than relatives".

2. Pay attention to children’s healthy psychology and create a “Spiritual Harbor” activity mailbox.

The school has set up a mental health consultation room and arranged teachers to provide mental health education to children at different stages. Encourage students to write "whisper" notes to teachers and classmates, build an effective platform for teachers and students to understand and communicate with each other, grasp their ideological status in a timely manner, resolve their confusion in a targeted manner, and give them spiritual motivation to keep them motivated. Positive and healthy psychology.

3. Carry out "family interaction" activities and build a bridge of exchange and communication.

The parents of left-behind children have been working outside for many years. In order to make up for the lack of family affection left-behind children have, the "left-behind home" has specially opened family ties and computer videos so that they can talk and communicate face-to-face with their parents. Parents of left-behind children are organized to cooperate with the school in carrying out the "Five Ones" activities, namely: a phone call every week, a letter every month, contacting the class teacher once a month, contacting the subject teacher once a month, and going home at least once a year. Let them find family ties, feel true feelings through communication with their parents, and face life with an optimistic attitude.

(3) Enrich extracurricular life and create a harmonious and caring growth environment.

1. Arrange the opening hours of the "Left-behind Home" to allow left-behind children to move freely in the activity room, enhance mutual affection, and feel the warmth of everyone in the school.

2. Further develop interest groups such as calligraphy, painting, handicrafts, basketball, and electronic keyboards. Professional teachers will be assigned to provide coaching and training every Tuesday and Thursday afternoon.

3. Organize left-behind children to carry out gratitude education activities of writing a letter to their mother or father.

4. Hold a birthday party for left-behind children so that they can fully feel the warmth of the school.

Nankang Zanxian Primary School

September 20xx Primary School Left-behind Children Work Plan Part 5

1. Guiding Ideology

In order Establish the spirit of self-improvement and self-reliance among left-behind children, and encourage left-behind children to not be afraid of difficulties, learn to learn by themselves, take care of themselves, protect themselves, become self-reliant, and be self-disciplined, and become strong people in life. Our school will continue to carry out assistance activities in depth, carry out various activities, care for and help left-behind children, and build a bridge of love.

2. Situation Analysis

Shuihu Town is a large labor export town. Many young and middle-aged people have to work out of the village, leaving behind a huge team of "left-behind children" and the phenomenon of inter-generational care. Very outstanding; the educational level of the guardian is obviously low. The elderly dote on their children and have basically no requirements for their children's learning. As a result, students have poor learning ability, weak foundation in various subjects, and poor performance in the basic examination. In response to this situation, we have specially formulated a teacher support plan and guided one-on-one mutual assistance.

3. Specific measures

1. Make a thorough investigation and establish a special file for left-behind children. Members of the school's moral education team and head teachers have an in-depth understanding of the situation of left-behind children and pay attention to the dynamics of left-behind children at any time.

2. Class teachers should understand the actual situation of students studying and living at home, discover potential problems, and help them solve their living and learning difficulties. Actively and sincerely care and help them, so that they can feel the warmth from the teacher.

3. Carry out "hand in hand, pair up" activities in the class, so that left-behind children and their classmates can become "hand-in-hand" partners, study and play together, so that left-behind children can feel the support from their friends. Care and warmth. Form a support group.

4. Give priority to counseling. Classes should classify left-behind children into groups in terms of learning, and this should be implemented by every teacher. The classroom teachers will analyze the students' academic situation in detail and formulate a practical learning assistance plan, clarifying the assistance time, content and phased results. Each left-behind child is led by a teacher to identify a learning helper. The teacher should conduct regular inspections on the effectiveness of paired assistance and establish a progress file.

5. Implement a system of teachers pairing up to help left-behind children. Establish key assistance targets among left-behind students and provide assistance teachers. Paired support teachers should often talk to left-behind students, keep abreast of their ideological trends, and guide them to grow up healthily. For left-behind children boarding in schools, teachers should communicate with them from time to time to understand their thoughts and living conditions; let left-behind children grow up among teachers and classmates, compensate for the missing family education, and enable them to go out Loneliness and melancholy.

A case of caring for left-behind children in my class

1. Basic information about students:

Yang, female, 12 years old, student of Class 6 (2); background Information: Family members: father, mother, and grandmother; family education status: father and mother go out to work, and she has lived with her grandmother since she was a child. Grandma loves her in every possible way, is obedient, and never says no to her requests. Personality characteristics: Yang is smart and lively, but has low self-confidence, stubborn personality, and gets angry easily. He doesn't pay much attention in class. He either provokes others or makes small moves on his own. He rarely participates in any activities in the class. The relationship with her classmates is very poor, most of them are unwilling to play with her, and she is unwilling to participate in class activities.

2. Cause analysis

1. Grandma’s unprincipled doting. Her grandmother doted on, pampered, and accommodated her children, which made her willful, arrogant, and unreasonable.

2. The lack of fatherly and motherly love. Yang's father and mother left her to live in a big city when she was very young and went to work in big cities to make money. The lack of companionship and care from her parents in her childhood made her suffer from low self-esteem and lack of self-confidence.

3. Yang’s grandmother rarely allowed her to play with children of the same age, making her a self-centered little emperor who lacked social experience. During her six years in elementary school, she was often ostracized by her classmates and criticized by her teachers for bad behavior, which aggravated her irritability.

3. Specific educational measures

1. Give your children more care and love. I took the initiative to get close to her and become friends with her. Show understanding for her emotions. When she is naughty, don't criticize her directly. Investigate and figure out the reason. Then reason with her and let her calm down slowly before discussing the reason.

2. Work hard to change parents’ education methods. I contacted Yang's parents and told her grandma that her blind pampering of the child had caused adverse consequences. She should say "no" to her unreasonable demands. When she made a mistake, she should pay attention to her methods and criticize and educate her in time; let her father and Her mother often contacts her by phone and cares about her study and life, making her feel that she has the same parental care as other children.

3. Teach her some ways to express her inner feelings correctly. Use appropriate prompts to help her recall the reason for her anger. Ask her to speak boldly about her inner feelings. Motivate the students in the class to find her advantages and make friends with her.

4． In group life, encourage her to communicate and play with her classmates, give her more opportunities to participate in group activities, and feel the joy of group life! 4. Achievements Through the efforts in the above aspects, Yang has made some progress. He is less irritable, has learned to express his emotions appropriately, has improved his interpersonal relationships, and has found some great classmates to be friends with in the class. Sometimes I can raise my hand to speak in class, my status in the hearts of my classmates has also improved, my self-confidence has become stronger, and I have become more proactive in participating in activities. I hope she will make greater progress and have a better tomorrow.

5. Problems

1. It is necessary to further communicate with students to gain her trust, establish a close friendship with her, and communicate with her frequently.

2. It is also necessary to get in touch with parents frequently and communicate with them at any time about their children's situation.

Summary of caring for left-behind children. At first, I was a little unfamiliar with the term "left-behind children". I had only heard of it but didn't know what it specifically meant. However, I gradually got to know it through activities such as pairing up left-behind children in schools. As their parents go out to work and do business, a large number of minors stay in their place of household registration and cannot live with their parents. Therefore, they are raised, educated and managed by their grandparents or relatives and friends. In this way, a new vulnerable group - "< /p>