1. Do a thorough investigation and establish the personality files of left-behind children. Members of the campus moral education group and the class teacher have a deep understanding of the situation of left-behind children and always pay attention to their dynamics.
2. Teachers should understand the actual situation of students' study and life at home, find potential problems and help students solve difficulties in life and study. Actively and sincerely care for and help them, and let them feel the warmth from their teachers.
3. Carry out "hand in hand" activities in the class, so that left-behind children and classmates can become "hand in hand" small partners, study and play together, so that left-behind children can feel the care and warmth from their small partners and form a helping group.
4. Give priority to psychological counseling. The class should classify and group the left-behind children from the learning end and implement them to every teacher. The teacher analyzes the students' learning situation in detail, formulates a feasible learning assistance plan, and defines the time, materials and phased results of the assistance. Each left-behind child is led by a teacher to determine a learning assistance object, and the teacher should regularly check the effect of pairing assistance and establish a progress file.
5. Implement the system of pairing teachers to help left-behind children.