School teachers’ perception on parental migration and left-behind children in rural Georgia

Abstract Background Georgia, like other Eastern European countries, showed a dramatic increase of international labour emigration after becoming independent in 1991. Since then, thousands children are left-behind (LBC) the care extended family members while their parents work abroad. School teachers frequently contact with LBC and caregivers. The main aim this study is to explore school teachers' perceptions on parental migration rural Georgia. Methods In qualitative study, we conducted six focus-group discussions public in-depth interviews principals from two migrant sending regions. We applied reflexive thematic analysis approach, systematically analysed data identified themes sub-themes collected data. theoretical framework socio-ecological model human development underpins study. Results following expressed by both principals: transnational families as survival strategy; LBC's vulnerabilities dangers due migratory separation; mediators supporters for LBC. perceive negative experience causing problems physical mental health, well-being academic performance. Structural factors such poverty, lack support community involvement further worsen situation. Teachers see themselves only families. mitigate situation employing various strategies, regular meetings class tutors, extra-tutoring LBC, psychological counselling developing/enacting internal guidelines. Conclusions schools Georgia urgent need external providing services at schools. Key messages Left-behind vulnerable. Community school-based interventions needed fostering resilience coping mechanisms among