Objective To explore the effect of the ‘Family-School-Individual’-based comprehensive intervention on mental health problems of rural left-behind middle school students. Methods A total of 109 left-behind students with mental health problems were randomly allocated into the intervention group（n=49） and the control group（n=60）. Students in the intervention group received the ‘Family-School-Individual’-based mental health intervention. The Mental Health Test（MHT）

Hamilton Depression Rating Scale（HAMD） and Hamilton Anxiety Rating Scale（HAMA） were used in the intervention group and the control group at three time points: before the intervention

1 month after the intervention

and 6 months after the intervention. Results Before the intervention

there was no significant difference in MHT total scores

MHT scores in each dimension

HAMD and HAMA scores between the two groups（all P>0.05）. At 1 month after the intervention and 6 months after the intervention

the MHT total scores

learning anxiety

interpersonal anxiety

impulsivity tendency

HAMD and HAMA scores in the intervention group were lower than those in the control group

and the differences were statistically significant（all P<0.05）. Conclusion The ‘Family-School-Individual’-based comprehensive intervention can improve the mental health status of rural left-behind middle school students.