The practical dilemmas and breakthrough strategies of school-based family education guidance services in ethnic minority regionsbased on relevant survey findings from Guangxi Zhuang Autonomous Region, China

This study primarily employs questionnaire surveys and interviews to investigate the current status of school-based family education guidance services in the Guangxi Zhuang Autonomous Region of China. Using this region as a case in point, the study analyzes the overall situation and challenges of such services in ethnic minority areas of central and western China. The findings indicate that although the content of school-based family education guidance services is relatively comprehensive, there remains a gap between service provision and actual needs. Schools have paid attention to special groups such as left-behind children, yet the implementation of related guidance services faces considerable obstacles. Teachers' awareness of legal and policy frameworks concerning family education is insufficient, and their professional competence in providing guidance requires further improvement. Most schools are willing to engage social workers to carry out guidance services; however, the necessary supporting conditions have not yet been adequately established. In addition, the lack of effective financial support for family education initiatives constrains the development of professional teams and the delivery of services. In response to these issues, the study proposes several strategic measures: enhancing the effectiveness of resource integration and constructing a demand-oriented and precision-based guidance service system; strengthening support for special groups and improving the content of guidance services for left-behind children and other vulnerable populations; reinforcing training and supervision to enhance teachers' professional competence and the effectiveness of guidance; improving supporting mechanisms by clarifying employment standards for social workers and detailed provisions for their school-based services; and implementing sustainable funding mechanisms to promote the development of family education guidance teams and the upgrading of service provision.