皖西山区留守儿童心理健康的现状特征、生成逻辑与疏导路径

Mental Health of Left-Behind Children in Mountainous Areas of Western Anhui: Current Characteristics, Generative Logic and Intervention Paths

摘要: 皖西大别山地区是安徽省劳务输出核心区域，留守儿童规模庞大，其心理健康问题已成为制约乡村教育均衡发展、影响乡村振兴人才培育的重要民生议题。相较于平原农村地区，皖西山区受地理闭塞、资源薄弱、监护缺位等多重约束，留守儿童心理健康风险更为突出。本研究以皖西六安、岳西、金寨等山区县域的中小学留守儿童为调研对象，结合心理测评、实地访谈与支教实践数据，从情绪状态、人际交往、行为表现、心理认知四个维度刻画该群体心理健康的现状特征；基于生态系统理论，从家庭、学校、社会、地域四个层面解析心理问题的生成逻辑；最终构建“家庭补位–学校主导–高校赋能–社会兜底”的四维协同干预体系，提出适配山区场景的体教融合、校地联动等本土化路径，为山区留守儿童心理关爱体系建设与乡村心理健康教育高质量发展提供理论参考与实践依据。

Abstract: The Dabie Mountain area in Western Anhui is a core labor export region of Anhui Province, home to a large number of left-behind children. Their mental health issues have become a significant livelihood concern restricting the balanced development of rural education and talent cultivation for rural revitalization. Compared with rural plain areas, mountainous Western Anhui faces multiple constraints including geographical isolation, insufficient resources and inadequate guardianship, exposing left-behind children to greater mental health risks. Taking left-behind children in primary and secondary schools of mountainous counties such as Lu’an, Yuexi and Jinzhai in Western Anhui as research subjects, this study adopts psychological assessments, field interviews and data from volunteer teaching practices. It depicts the current mental health characteristics of this group from four dimensions: emotional state, interpersonal communication, behavioral performance and psychological cognition. Based on the ecological systems theory, this paper analyzes the generative logic of psychological problems at four levels: family, school, society and region. Finally, a four-dimensional collaborative intervention system featuring “family supplementary support, school leadership, university empowerment and social safety net” is constructed. Localized approaches such as integrated physical and mental education and school-local government cooperation suitable for mountainous contexts are proposed. This research provides theoretical references and practical evidence for establishing psychological care systems for left-behind children in mountainous areas and advancing high-quality development of rural mental health education.