Based on large-scale provincial monitoring data, the effects of individual ability and interpersonal relationships on bullying behavior of primary and secondary school students were analyzed by logistic regression, Owen decomposition and random forest, and the results showed that: 1. The bullying behavior of primary and secondary school students was mainly verbal bullying, and the probability of bullying others was higher among junior high school students, boys, underweight or obese, cyberbullying, residential school students and urban school students. 2. Primary school students with poor parent-child relationship, primary and secondary school students with poor teacher-student relationships, and urban and rural junior high school students or rural primary school students with better peer relationships are more likely to bully others; Compared with interpersonal relationships, individual ability has a greater impact on primary and secondary school students bullying others. 3. Primary school students and rural junior high school students with poor grades are more likely to bully others; Primary and secondary school students with low task ability, low collaboration ability, low emotional regulation ability, and high communication ability are more likely to bully others, while primary school students and rural junior high school students with low openness ability are more likely to bully others. Therefore, it is necessary to pay close attention to the group of primary and secondary school students who are prone to bullying, and to achieve effective prevention and control of bullying behavior among primary and secondary school students through the reconstruction of the comprehensive ability-based education system and the support intervention of multi-dimensional social relationship networks.

Based on the survey data of the project "Construction of Social Policy Support System for Urban and Rural Families in Difficulty in China", this paper empirically examines the internal relationship between intergenerational educational expectations and adolescent academic burnout in low-income families by taking 8~16-year-old adolescents from difficult families as the research object. The results show that: First, compared with the situation where parents' educational expectations are higher than those of their children, the consistent low educational expectations of parents and children significantly increase the academic burnout of adolescents. Second, the unity of intergenerational educational expectations can have a significant impact on academic burnout through parental educational participation, while the deviation of intergenerational educational expectations has a significant impact on academic burnout without parental educational participation. Third, intergenerational care weakens the aggravating effect of low intergenerational educational expectations on adolescents' academic burnout, and also weakens the promotion effect of high intergenerational educational expectations on parents' educational participation. Based on the empirical analysis of the relationship between intergenerational educational expectations and adolescent academic burnout in low-income families, this study draws the following main conclusions: First, compared with the situation where parents' educational expectations are higher than that of children, the consistent low educational expectations of parents and children significantly increase adolescent academic burnout. Second, the alignment of intergenerational educational expectations can have a significant impact on academic burnout through parental educational participation. Finally, intergenerational care plays a moderating role in the influence path of intergenerational educational expectations on adolescent academic burnout.

The development of social and emotional abilities is deeply rooted in the interaction of interpersonal relationships, and peer relationships, teacher-student relationships, and family relationships are the core ecological factors in the socialization process of adolescents, providing an important framework for understanding the development of this ability. Based on the data from the second round of the Organization for Economic Co-operation and Development (OECD) Social and Emotional Competence Survey (SSES) in China, this study uses a multi-level linear model (HLM) to systematically analyze the effects of peer relationship, teacher-student relationship, and family relationship as antecedent variables on the development of social and emotional competence among Chinese students. Based on the research results, according to the influence of peer relationship, teacher-student relationship and parent-child relationship on social and emotional ability, the following enlightenment is provided for the cultivation of social and emotional ability of students in our country. 1. Pay attention to individual differences in the level of social and emotional ability development, and carry out targeted education and training work. 2. Pay attention to the field of family education and lay a solid foundation for the development of students' social and emotional abilities. The quality of family relationships plays a key role in the development of students' social and emotional abilities. 3. Based on the influence characteristics of the three relationships at different stages and in the field of ability, it is necessary to give full play to the positive effect of the three relationships on the cultivation of students' social and emotional abilities. The development of students' social and emotional abilities is influenced by the combination of family, school and peer relationships, and the influence of different relationships at the stage of growth and the field of ability is different. Emotional support in family relationships in early childhood and primary school lays the foundation for basic emotional regulation and task ability. The interaction quality of teacher-student relationship in middle school significantly affects students' openness ability and task ability. Peer relationships are particularly critical in adolescence to shape emotional regulation and social skills.

The study, published in Global Education Prospects, selected 1396 middle school students in H province for questionnaire survey, and tested the influence path model by latent profile analysis and multi-group comparative analysis. The study found that:

Students' classroom participation can be divided into three categories: "free type", "compliant type" and "deep involvement type".

1. The "free type" is most significantly affected by the school atmosphere; For students in the "free" group, they are usually in the "corners" of the classroom environment, coupled with their poor control ability, they are very easy to fall into the learning dilemma of passive loss of control and inability to participate.

2. "Submissive" depends on the interaction between individual characteristics and external environmental factors.

3. For students in the "deeply engaged" group, they are not sensitive to the dynamic changes and chaos of the external environment, and their learning motivation or behavior depends more on the individual's internal interests and growth needs, and can monitor, reflect and adjust their own behavior, emotional state and cognitive process, so as to effectively avoid the occurrence of "mind wandering" in the classroom. "Deep involvement type" is mainly affected by individual characteristic factors.

Therefore, in vivid classroom teaching activities, it is not only necessary to pay attention to the overall situation of students' classroom participation, but also to accurately identify the participation types and characteristics of different groups, and then provide targeted development guidance and help. It is recommended to accurately identify the type of classroom participation and provide targeted development guidance and help; Create a good school atmosphere and strengthen external support for "under-participation" students; Enhance the cultivation of psychological quality and maintain the internal driving force of "deeply involved" students.

Education is a key pathway for promoting social mobility and human capital accumulation, and its equitable distribution is crucial for stability and development. In traditional Chinese society, women had significantly fewer educational opportunities than men, leading to significant disparities in socioeconomic status between the sexes. The Compulsory Education Law and family planning policies have effectively reduced gender inequality in education, with data from 2020 showing a significant increase in the number of years of education for women. However, rural families with multiple children still face the burden of education expenses. Under the influence of budget constraints and traditional notions, gender differences in education investment persist. Against this backdrop, a study published in Consumer Economics analyzed data from the 2018 China Household Income Project (CHIP) rural household survey and macroeconomic statistics explore gender differences in education investment among rural families with multiple children and their underlying causes.

The study found:

1.There are significant gender differences in educational investment among rural households, and these differences exhibit notable birth order heterogeneity. There are significant educational investment differences between eldest sons and eldest daughters, meaning that households are more likely to sacrifice educational resources allocated to eldest daughters to meet the educational resource needs of their younger siblings, while there are no significant educational investment differences between youngest sons and youngest daughters;

2.In regions with lower public education expenditure levels and households with lower income levels, gender differences in educational investment by rural families are more pronounced; 

3.In regions with higher sex ratios at birth, stronger clan cultures, and rural families with lower maternal socioeconomic status, gender differences in educational investment by rural families are more pronounced, and the educational resources available to girls are more easily influenced by birth order.

The research suggests:

1.The government needs to formulate more targeted educational fiscal compensation strategies to enhance the benefits for disadvantaged groups. For example, it can increase the intensity of childbirth subsidies and educational expense exemptions, provide educational subsidies for children in special birth order positions, and ensure the equalization of educational opportunities for children in rural households;

2.On one hand, fiscal funds and educational assistance should be prioritized toward regions with low public education expenditures to alleviate the educational burden on rural families, and establish a basic public education service supply mechanism tailored to regional needs. On the other hand, efforts should be made to improve township education, providing low-cost, high-quality nearby education for farmer families, while prioritizing educational resources toward low-income families to meet the educational needs of impoverished households.

3.At all levels, fiscal budgets should prioritize funding for compulsory education in counties and below where the sex ratio at birth is high and clan culture is prevalent, establishing a budget growth mechanism linked to urban areas. Additionally, the government should uphold educational equity, guide farmers to adopt the correct educational values of “seeking knowledge through education,” eliminate gender biases, prioritize women's education, and establish targeted girls' schools to mitigate educational investment disparities caused by regional cultural differences.