The economic poverty has affected Nepal leading the migration of the adult population who are largely parents to the Gulf Countries. The continuity of labour migration raises important questions and concerns about the general wellbeing of the left behind children. In coming years, Nepal is likely to experience a larger number of left behind children due to increasing number of labor migrants. In this situation, the country needs effective policies that can maximize the positive effects of migration and minimize its negative effects on migrants and their families.

This study investigated factors associated with psychosocial wellbeing and educational performance among left behind children due to parental migration by using mixed method technique. A cross-sectional survey (N=300) examined relationships between social support and connectedness with family, peers and community in relation to wellbeing. Statistical analysis was conducted in terms of descriptive, correlational, and regression analysis. Levels of wellbeing were lower in left behind children compared to non-left behind children in Nepal. The children, who reported higher scores in future orientation, were likely to have higher scores in wellbeing measured at the same time and subsequently. However, social support seemed not exhibit as important in the immediate status of wellbeing of comparison children as that of left-behind children. Mitigating factors which positively influenced outcomes of certain subgroups of left-behind children included the presence of one parent, increased parental contact, and shorter length of time since parental migration. Significant inverse correlations were observed between family, peer and community connectedness and wellbeing. In regression analyses, family connectedness was indicated as a significant predictor of wellbeing, independent of age, gender, and other forms of support evaluated.

Being left behind in Nepal has become ‘naturalized’; as a result, the hardships faced by the children are not seen. The results revealed that these experiences are influenced by the gender of the child. If girls were more open to expressing their feelings, boys, on the other hand, are influenced by traditional and stereotypical views on masculinity and expressing feelings is not ‘manly’. Girls’ are subject to excessive amounts of household chores as well as taking care of other children in the household. The left behind children also showed the potential for resilience in the face of adversity using many ways to cope with their situations like crying to feel better, seeing school as a safer space than home, social networking and spending time with friends/neighbours.

Information gathered from interviews also indicated adverse effects of parent absence on children’s development. Teachers identified education measures and support offered to left-behind children and reported difficulties in communicating with parents. Based on this study’s findings implications for school-based interventions are explored. Family connectedness is important protective factors which require further exploration by gender in left behind children. Future research initiatives are needed to understand of how protective processes operate in relation to other adverse childhood experiences, gender and wellbeing specifically to the Nepalese context.