Adolescent mental health is a global public health concern and parental migration has been identified as a risk factor. However, the effect mechanism remained unclear. A total of 2,737 participants (mean = 11.93, SD = 1.23) were recruited from twelve schools in migrant-sending areas in Zhejiang and Anhui provinces. The participants responded to items in Child Depression Inventory, Parent–Adolescent Communication Scale, Olweus Bully or Victim Questionnaire and socio-demographic questions. Serial multiple mediation models were analysed using the bootstrapping method. Current and previous left-behind (LB) experience were significantly associated with higher risks of depression, non-suicidal self-injury and suicidal ideation (p < 0.05). Mother–adolescent communication and school bullying victimisation, in serial order, mediated the effect of current LB status on mental health (p < 0.05). In terms of previously LB adolescents, parent–adolescent communication was a standalone mediator (p < 0.01) and the serial mediation effect of parent–adolescent communication and school bullying victimisation was significant. Lack of parent–adolescent communication and school bullying victimisation acted as risk factors for the negative effect of LB status or experience on adolescent mental health. The importance of these two interpersonal factors motivates future intervention initiatives to support the mental health of LB adolescents from an integrated perspective.

From a bidirectional perspective, the present cross-sectional study explored the impacts of parent-child separation on the digital literacy of children and adolescents. Drawing upon data from 1894 students (12-18 years, 49.33 % females) in Nanling county, China, we found that parent-child separation can negatively affect the digital literacy of children and adolescents, but effects differ between children experiencing parental migration or parental divorce. Parental mediation can act as a mediator in this process while children's digital feedback to parents may be considered as an auxiliary promoter. To further promote the digital literacy of children and adolescents experiencing parent-child separation, assigned tasks from adults in which children can practice knowledge and skills related to digital devices and the Internet are recommended.

Increasing evidence indicates that the addictive use of social media can have a detrimental effect on marital satisfaction, due mainly to the decrease in time and focus given to one’s spouse. However, the impact of social media use among older couples remains under-investigated, and the research that does exist relies on individual-level data that do not allow the exploration of the dynamics between the dyadic partners. Therefore, the present study focused on older adults’ use of short-video platforms, as these have been shown to be particularly addictive for older adults. A sample of 264 older couples was gathered (mean_age = 68.02, SD = 8.68), and both spouses completed surveys reporting addictive use of short-video platforms, negative emotions, and marital satisfaction. Using an actor–partner interdependence model, we found an asymmetrical dyadic process in that the addictive use of short-video platforms by the wives was not only related to their own negative emotions, but also those of their spouse, as well as to decreased marital satisfaction. Meanwhile, addictive use by the husbands seemed to relate only to their own increased negative emotions, as well as to decreased marital satisfaction. Together, the findings from this study reveal dyadic dynamics with delineated pathways through which the addictive use of short-video platforms can damage older couples’ interactive processes and marital satisfaction.

Parent-child separation due to internal migration is prevalent in China. However, few studies have focused on the associations between different characteristics of parent-child separation and children’s involvement in bullying. We conducted a cross-sectional study among 2,355 fifth-to eighth-grade students in China, using self-reported questionnaires to investigate the associations between children’s bullying involvement (i.e., bullies, victims, bully-victims) and different characteristics of parent-child separation resulting from parental migration. Bivariate and multivariate analyses were conducted to explore these associations. Among all respondents, 17.3% reported being victims of bullying, 3.8% reported being bullies, and 2.7% reported being bully-victims. Compared to children with no left-behind experiences, those with current left-behind experiences were more likely to be victims and bully-victims. Children left behind by parent(s) at the age of three years or younger were more likely to be victims (aOR = 1.66, 95% CI [1.22, 2.25], p = .001), bullies (aOR = 1.88, 95% CI [1.02, 3.52]), and bully-victims (aOR = 2.17, 95% CI [1.04, 4.71]). Children left behind for seven years or longer were more likely to be victims (aOR = 1.49, 95% CI [1.12, 2.00], p = .007), bullies (aOR = 2.03, 95% CI [1.15, 3.69]), and bully-victims (aOR = 2.13, 95% CI [1.06, 4.50]). The identified characteristics of parent-child separation associated with bullying involvement hold implications for parental decisions regarding internal migration, interventions, and policymaking for preventing bullying among left-behind children.