Analysis of the gender-specific risk factors of social anxiety among left-behind middle school students in Deyang

Background Left-behind children in China often experience mental health challenges, including social anxiety (SA). Gender-related factors may play a key role in the development of these issues. This study aims to investigate gender-specific risk factors associated with SA among left-behind middle school students (LBMSSs) in Deyang. The findings of this study will contribute to the development of targeted intervention strategies tailor to the unique needs of this population. Method From March to May of 2025, a questionnaire survey was conducted among LBMSSs in grades 7–9 from 20 middle schools by a stratified cluster sampling method. A total of 780 LBMSSs (431 males and 349 females) were included in the final analysis. The Chinese version of the Children’s Social Anxiety Scale was used to assess SA levels, and binary logistic regression was employed to examine gender-specific risk factors. Results A total of 331 individuals exhibited SA symptoms, with a detection rate of 42.4%. A substantial interaction between gender and SA was identified (OR = 0.615, P = 0.001). Among female students, extracurricular activities ( OR = 0.301, P = 0.005), paternal contacting frequency ( OR = 0.817, P = 0.035), and video communication ( OR = 0.423, P = 0.021) emerged as protective factors. Conversely, neglecting parenting ( OR = 2.170, P = 0.032) was identified as a risk factor. Among male students, the occurrence of significant events in the past six months ( OR = 2.662, P = 0.001) was a risk factor. In contrast, democratic parent-child communication ( OR = 0.538, P = 0.037) was a protective factor. Conclusion A notable distinction emerges in the underlying factors contributing to SA among LBMSSs, with marked gender disparities. The development of specialized psychological intervention strategies tailored to the distinct needs of both genders is imperative. For girls, promoting extracurricular activities, enhancing father involvement, and mitigating neglect are crucial. Conversely, for boys, the provision of psychological support following significant events and the cultivation of democratic parent-child communication methods should be prioritized.