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Abstract

Global migration is on the rise, and as a result, millions of children are left in their home countries while their parents migrate abroad. Migrant workers are motivated to create better living conditions for their families; however, separation from parents may lead children to vulnerability and poor health. Little is known about the health impact of parental migration on left-behind children in Eastern Europe. The study focuses on addressing this research gap in Georgia, a leading labour-migrant-sending country in the region.

This mixed methods research started with a systematic literature review (i) examining the impact of international labour migration on the mental health and well-being of left-behind children. Results of the review informed a qualitative study with schoolteachers (ii) from six rural and urban public schools in two out-migration regions exploring their perspectives on parental migration and left-behind children in Georgia using focus group discussions and in-depth interviews; the results of the study informed a school survey with adolescents (iii) from 18 public schools as well as a qualitative study with left-behind and non-left-behind adolescents (iv) from a public school in the Samegrelo-Zemo Svaneti region.

The school survey (iii) assessed adolescents’ emotional and behavioural difficulties. The responses of 933 participants (ages 12–18) were analysed using empirical syndrome scales and broadband scales: internalizing and externalizing derived from the Achenbach’s Youth Self-Reported questionnaire. The qualitative interviews with adolescents (iv) followed the school survey. Adolescents of migrants and their classmates were interviewed using a narrative interviewing style to explore their experiences and feelings about their parent(s)’ migration, children’s perceived health and well-being, and their coping and resilience. This mixed methods thesis integrated qualitative and quantitative findings and critically discussed convergences and divergences across the studies.

Results of the systematic literature review showed an adverse effect of parental absence on children’s health in the Americas and South Asia. In contrast, effects varied from negative to non-differing or even positive in other migrant-sending regions. Despite millions of children living in transnational households, the research on the impact of migratory separation on children is still primarily limited to internal rural-urban migration in China. This research found that parental migration effects on children are complex in Georgia. Schoolteachers perceive migratory separation as a traumatizing life event, making children vulnerable to physical and mental health issues, including unhealthy eating habits, anxiety, stress, depression, loneliness, and worsened academic performance. Moreover, schoolteachers view themselves as primary advocates for left-behind children and their families; however, they also acknowledge communication challenges with migrant parents/caregivers and highlight the need for external support, such as psychological counselling services in schools. Similarly, schoolchildren perceive separation from parents as a stressful live event; however, in the qualitative study, they also acknowledge positive aspects of migrant labour, such as material benefits and independence. From the perception of left-behind children, close family ties, friendships, school support, optimism and self-care help with becoming resilient and coping with migratory separation. Results from this mixed methods research also emphasize that children and schoolteachers perceive the impact of parental absence on children differently, thus identifying the need to explore this issue from multiple perspectives.

Regardless of their parents’ migration status, adolescents scored higher on emotional and behavioural problems compared to Achenbach’s Normative Sample. The study also revealed a gender gap, with boys exhibiting more rule-breaking behaviour and girls performing worse on most Youth Self-Reported syndrome scales. Multiple regression analysis showed associations between adolescents’ problem behaviours and relationships with family members, friendships, as well as school environment.

To conclude, this research highlights the need for collaborative work among policymakers and organizations responsible for children and societal well-being to better equip schools in their actions towards supporting left-behind children, specifically, providing psychological counselling in schools and coaching teachers on how to prevent children from developing emotional and behavioural difficulties, particularly when stressful life events, such as parental migration, occur. This research also considers it crucial to raise public awareness about the benefits of close family ties in fostering children’s well-being.