Reassessing special educational needs in rural China: Adopting the UK framework with a focus on left‐behind children

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Over 22.8% of children, both left-behind and non-left-behind, were identified with special educational needs, revealing a high prevalence in rural contexts.
A comparison to China's existing definitions shows that the UK's broader SEND framework offers a more inclusive perspective on disabilities among these children.
Despite assumptions, left-behind status did not show a significant correlation with the rate or type of special educational needs identified among children.
The study suggests that under-identification and cultural attitudes towards migration may mask the true extent of educational needs in rural populations.

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This research examines special educational needs in left-behind children versus peers in rural China, indicating gaps in identification and support.

Li et al. (2025) studied this question.

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This research examines special educational needs in left-behind children versus peers in rural China, indicating gaps in identification and support.