This study examined the relations between parental migration and the adjustment of left-behind children and the mediating role of parental support in rural China. Data were collected for 4,429 students (2,229 boys, M age = 12 years) in public schools from peer evaluations, teacher ratings, self-reports, and school records. The analyses revealed different patterns of relations of mother migration and father migration to children’s adjustment. Whereas mother migration was negatively associated with children’s social competence and academic achievement and positively associated with children’s psychological problems, father migration was positively associated with children’s positive adjustment, mainly through the mediation of maternal support. The results concerning the different implications of father migration and mother migration for children’s adjustment and the critical role of maternal support represent a significant contribution to the understanding of human development in the contemporary rural Chinese context. The results are also useful for policy-makers and professionals to develop programs and strategies to help rural left-behind children in China.

Microaggressions in healthcare are prevalent in clinical encounters, training, and collegial interactions, impacting the physical and psychological well-being of patients and healthcare professionals with marginalized backgrounds. To address healthcare-based microaggressions, there has been an increasing number of interventions and training programs over the past few decades. Based upon the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist, a systematic literature search, screening, and review of microaggression-focused interventions and programs in healthcare settings was conducted and yielded 44 interventions. The interventions and training programs included were reviewed on a range of program characteristics and quality indicators, such as theoretical framework, targeted interpersonal interaction, targeted behavioral strategies, delivery platform and teaching modality, and evaluation design. The reviewed interventions and programs have shown promising potential in enhancing awareness of and/or behavioral skills in addressing microaggressions. Further, this review identified critical areas in the field for improvement, such as a lack of interventions designed for or implemented among preceptors and patients and for equipping perpetrators with strategies when involved in microaggressions, insufficient use of randomized controlled trials and other rigorous methods for intervention and program evaluation, and a lack of an intersectionality lens and placing microaggressions in the historical and structural context.