目的本文探讨留守学生心理健康状况及其影响因素,旨在寻求有效的教育对策,帮助他们身心积极健康地发展,成为健康的社会人。方法采取问卷、座谈的方法,每个年级随机抽取60名留守学生,共180学生。结果父母与留守学生聚少离多,沟通少,远远达不到其作为监护人的角色要求,这种状况导致了留守学生亲情饥渴,心理健康、性格等方面容易出现偏差,学习受到影响。留守学生容易产生自卑、自负、孤僻、叛逆等心理问题,产生厌学、逃学、沉迷于游戏厅、网吧等错误行为,严重者误入歧途,走上犯罪的道路。结论留守学生不单纯是教育的问题,已发展成严重的社会性问题。 Aims This study explored the mental health of left-behind students and its influential factors in order to seek effective educational strategies to help them develop healthily and physically and mentally, and become healthy social people. Methods A questionnaire and discussion method were adopted. 60 students were randomly selected from each grade for a total of 180 students. As a result, parents and left-behind students got together more and got less communication, and their role requirements as guardians were far from being met. This situation led to the students’ hunger, mental health and disposition deviating easily in study and learning. Leaving students prone to psychological problems such as inferiority, conceited, withdrawn and rebellious, resulting in tired of learning, truancy, addicted to the game hall, Internet cafes and other erroneous behavior, serious, astray, embarked on the road to crime. Conclusion Left-behind students are not simply educational issues, but have developed into serious social problems.