Perceived Discrimination and Subjective Well-being of Left-behind Children: Social Support and Psychological Resilience as Mediators – Frontiers

Report on the Mental Well-being of Left-Behind Children and Alignment with Sustainable Development Goals

Introduction and Context

This report summarizes a study investigating the mental health of Chinese left-behind children (LBC), a vulnerable demographic group. The research directly addresses key United Nations Sustainable Development Goals (SDGs), primarily SDG 3 (Good Health and Well-being) and SDG 10 (Reduced Inequalities). The study examines how perceived discrimination, a chronic stressor and a manifestation of inequality, impacts the subjective well-being of these children. The core objective was to understand the mechanisms linking discrimination to adverse mental health outcomes, focusing on the roles of social support and psychological resilience as mediating factors.

Research Methodology

A cross-sectional study was conducted in Sichuan Province, China, to gather data on the psychosocial status of LBC.

• Participants: The study included 719 left-behind children aged between 10 and 15 years from primary and junior high schools.
• Data Collection Instruments: Standardized questionnaires were administered to measure key variables.
  1. Perceived Discrimination Scale
  2. Social Support Rating Scale
  3. Resilience Scale for Chinese Adolescents
  4. Subjective Happiness Scale

Key Findings and SDG Implications

The research identified a significant negative association between the level of perceived discrimination and the subjective well-being of LBC. This finding underscores a critical challenge to achieving SDG 3.4, which aims to promote mental health and well-being for all. The mechanisms underlying this association were found to be complex, involving both social and individual psychological resources.

1. Direct Impact: Higher levels of perceived discrimination were directly linked to lower subjective well-being. This highlights how inequality, as targeted by SDG 10, directly compromises the mental health goals of SDG 3.
2. Mediation by Social Support: The negative effect of discrimination was partially explained by a reduction in social support. Lack of adequate support systems exacerbates the harm caused by discrimination.
3. Mediation by Psychological Resilience: Perceived discrimination was also found to deplete psychological resilience, which in turn led to lower well-being.
4. Serial Mediation Pathway: A significant pathway was identified where discrimination leads to lower social support, which then reduces psychological resilience, ultimately resulting in diminished subjective well-being.

Recommendations for Policy and Intervention

The findings call for multi-level interventions that align with the principles of the Sustainable Development Goals to protect and enhance the well-being of left-behind children.

• Enhance Individual Resilience (SDG 3): Implement school-based programs and psychological support services designed to build resilience among LBC, equipping them with coping mechanisms to manage stress and adversity.
• Strengthen Social Support Networks (SDG 10): Foster inclusive environments by strengthening community and school support systems. This involves creating safe spaces and networks that can buffer the negative effects of discrimination and reduce social inequalities.
• Address Systemic Discrimination (SDG 10 & SDG 16): Develop and enforce policies aimed at eliminating discrimination against LBC. This aligns with SDG 16.b (promote and enforce non-discriminatory laws and policies) and is crucial for creating a just and equitable society where all children can thrive.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 3: Good Health and Well-being: The article’s central theme is the mental health of “left-behind children” (LBC). It directly investigates the link between the chronic stressor of discrimination and “adverse mental health outcomes,” specifically focusing on “subjective well-being.” The study’s goal of understanding these mechanisms to inform interventions aligns with promoting health and well-being.
• SDG 10: Reduced Inequalities: The article identifies “perceived discrimination” as a significant issue faced by LBC. This directly relates to inequality, as a specific group of children is being treated differently and experiencing negative consequences due to their social status. The call to “address the broader issue of discrimination” is a core component of reducing inequalities.
• SDG 16: Peace, Justice and Strong Institutions: This goal includes ending abuse and violence against children. The “chronic stressor” of discrimination can be considered a form of psychological harm or abuse affecting a vulnerable population (children aged 10-15). The article’s focus on strengthening “social support networks” contributes to building more inclusive and supportive communities for children, which is a facet of this SDG.

2. What specific targets under those SDGs can be identified based on the article’s content?

SDG 3: Good Health and Well-being

1. Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being. The article directly addresses the “promote mental health and well-being” aspect of this target by examining factors (discrimination, social support, resilience) that influence the “subjective well-being” of adolescents.

SDG 10: Reduced Inequalities

1. Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status. The article highlights the social exclusion and discrimination faced by LBC due to their “other status.” The findings underscore the need for interventions that address discrimination, thereby promoting the social inclusion of these children.

SDG 16: Peace, Justice and Strong Institutions

1. Target 16.2: End abuse, exploitation, trafficking and all forms of violence against and torture of children. The psychological distress caused by “significant discrimination,” as described in the article, can be interpreted as a form of psychological abuse or harm against children. The study’s focus on this vulnerable group aligns with the goal of protecting children from all forms of harm.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

SDG 3: Good Health and Well-being

1. Implied Indicator: Measurement of subjective well-being or happiness. The article explicitly mentions using the “Subjective Happiness Scale” to assess the mental health outcomes of the children. This scale serves as a practical indicator to measure progress towards promoting well-being in this specific population.

SDG 10: Reduced Inequalities

1. Implied Indicator: Prevalence of perceived discrimination. The study uses a “Questionnaire on Perceived Discrimination” to quantify the children’s experiences. This tool acts as a direct indicator for measuring the extent of discrimination felt by a particular group, which is essential for tracking progress on Target 10.2.

SDG 16: Peace, Justice and Strong Institutions

1. Implied Indicator: Levels of social support and individual resilience. The article mentions the use of the “Social Support Rating Scale” and the “Resilience Scale for Chinese Adolescents.” These instruments provide measurable indicators of the strength of community/social networks and individual coping mechanisms, which are protective factors against the psychological harm of discrimination.

4. SDGs, Targets, and Indicators Table

Source: frontiersin.org