Identity crisis among rural-to-urban migrant children in China: a proposal for school and government interventions

As millions of school-aged migrant children are being deprived of educational resources, social identity crisis has developed throughout schooling and become a prominent issue in contemporary China. The purpose of this article is to pull together existing empirical evidence with direct bearing on migrant children's acculturation experiences and place these studies within a framework of compulsory education policies that can facilitate a better understanding of the insufficiency of current policies in addressing the migrant identity crisis. To alleviate the crisis, we inform policy practice by proposing three intervention approaches, directly influencing migrant children's access to crisis counselling, validation, and support.