Journal of Public Health | pp.

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Correspondence
Invisible scars: exploring the impact of childhood left-behind

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experience on children’s emotional development and
well-being

ABSTRACT

Childhood trauma experience and mental health issues can significantly impact children’s emotional development and overall well-being. It is
crucial to recognize and address the invisible scars left by childhood left-behind experience. By acknowledging the impact of childhood
left-behind experience and providing appropriate support and interventions, we can help these children to heal, thrive and develop into
emotionally resilient individuals.

Keywords developmental disorders, individual behaviour, public health

Dear Editors, such as their academic performance5 and social interactions.6

The latest correspondence regarding the topic ‘The role of
childhood left-behind experience on childhood trauma expo-
sure and mental health outcomes: a propensity score matching
(PSM) analysis,’1 conclude childhood left-behind experiences
are tightly related to childhood trauma experience and mental
health issues (post-traumatic stress, loneliness and depres-
sion). Childhood trauma experience and mental health issues
can significantly impact children’s emotional development
and overall well-being.2,3 Traumatic events disrupt their sense
of safety and security, leading to heightened levels of fear,
anxiety and emotional distress.4 These experiences can shape
their emotional responses and influence their ability to reg-
ulate emotions effectively, impacting their overall emotional
well-being.
The emotional consequences of childhood left-behind
experience can manifest in various ways. These children may
struggle with trust issues, fearing that others will abandon
or betray them. They may experience heightened levels of
anxiety, as their sense of safety and security is compromised.
These emotional challenges can interfere with their ability
to form healthy relationships and regulate their emotions
effectively.
Moreover, the emotional impact of childhood left-behind
experience can extend to other aspects of children’s lives,
These children may struggle academically, as their emotional
distress can interfere with their concentration, motivation and
ability to engage in their studies.7 They may also face chal-
lenges in forming and maintaining meaningful relationships,
as they may fear abandonment or struggle to trust others
fully.
It is crucial to recognize and address the invisible scars
left by childhood left-behind experience. Providing emotional
support,8 counseling and therapy9 can help these children
navigate their emotional challenges and develop healthy cop-
ing mechanisms. Creating safe and nurturing environments
where they can express their emotions, build resilience and
establish secure attachments is essential for their emotional
healing and overall well-being.10
In conclusion, childhood left-behind experience leaves
invisible scars on children, affecting their emotional develop-
ment and overall well-being. By acknowledging the impact of
childhood left-behind experience and providing appropriate
support and interventions, we can help these children heal,
thrive and develop into emotionally resilient individuals. It
is essential to create a compassionate and understanding
society that recognizes and addresses the invisible scars left by
childhood left-behind experience, ensuring that these children
receive the emotional support they need to flourish.

© The Author(s) 2023. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com 1
2 JOURNAL OF PUBLIC HEALTH
Conflict of interest
The authors declare no conflict of interest in this paper.
Funding
Funded by Lembaga Pengelola Dana Pendidikan (LPDP)
and Puslapdik Kemendikbud-Ristek (BPI ID Number:
202209090617).
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Raup Padillah1,2 , Kadek Suhardita1,3 , Nur Hidayah1 , and
M. Ramli1
1
State University of Malang, Department of Guidance and
Counseling, Malang-East Java 65114, Indonesia
2
PGRI Banyuwangi University, Department of Guidance and
Counseling, Banyuwangi-East Java 41482, Indonesia
3
PGRI Mahadewa University of Indonesia, Department of
Guidance and Counseling, Denpasar-Bali 80116, Indonesia
Address correspondence to Raup Padillah,
E-mail: raup.padillah@gmail.com.
https://doi.org/10.1093/pubmed/fdad094