Objective: To investigate the development status and associated factors of social emotional competence(SEC) among disadvantaged children aged 3-6 in rural areas of Guangxi, so as to provide empirical evidence to address the negative impacts of their disadvantaged circumstance. Methods: In May 2025, using convenience sampling, a study was conducted with 1 426 children aged 3-6 from disadvantaged backgrounds attending 11 rural kindergartens in Guilin, Liuzhou, and Qinzhou, Guangxi. A self designed questionnaire was used to investigate children s personal basic information, family situation (parents education level, family structure, parent-child separation status, family poverty status, multiple disadvantaged situations, family function) and kindergarten situation. Social Emotional Learning Rating Form-Parent (SELRF-P) was used to assess their social emotional competence. Latent profile analysis (LPA) and multiple Logistic regression were applied for data classification and related factor analysis, respectively. Results: The social emotional competence of disadvantaged children was categorized into four groups: well adjusted group (4.77%, n =68), basically adjusted group (38.43%, n =548), potential risk group (25.11%, n =358), and high risk delayed development group (31.69%, n = 452). Multinomial Logistic regression analysis revealed that family poverty ( OR = 1.98 ), parental education level of high school/technical secondary school or below ( OR =2.89), non parental caregivers ( OR = 3.81 ), private and non model kindergartens ( OR =1.96, 3.52), younger age (3 or 4 years old) ( OR =2.61, 2.79), low family cohesion ( OR =4.05), weak family adaptability ( OR =3.95), and multiple disadvantages ( OR =2.35) were more likely to lead children into the high risk delayed group; children seperated from parents were more likely to fall into the potential risk group ( OR = 1.82), while children from divorced families were less likely to enter the basically adjusted group ( OR =0.45) (all P <0.05). Conclusions Social emotional competence among disadvantaged children aged 3-6 years in rural areas shows significant group heterogeneity. Age, specific types of disadvantage, family functioning, and kindergarten characteristics are the main related factors. Precise intervention measures should be paid to improve the social emotional developmental difficulties of various disadvantaged children.

Abstract With one of the highest rates of Internet penetration in the world, cyberbullying among students in Republic of Korea is typical and complex. The article interprets the characteristics of comprehensive prevention and treatment strategies aimed at cyberbullying among Republic of Korea students, and summarizes Republic of Korea s experience in building "government regulation with laws and policies in parallel, home-school governance with two way educational intervention, and social cogovernance with diversified collaborative empowerment". In recent years, comprehensive prevention and treatment of cyberbullying among students in China has achieved certain results, but there are still problems. It can learn from Republic of Korea s experience, optimize prevention and treatment system of China, improve laws and regulations, innovate technology empowerment systems, and give play to cultural education mechanisms, so as to promote the comprehensive prevention and treatment of cyberbullying among students in China.