of 0-14 were living without either one or both of their parents. In 2010, that number had gone up to 61 million, equal to 37.7% of rural children and 21.88% of all Chinese children. These children are usually cared for by their remaining parent and/or their grandparents, and although there is a 96% school enrolment rate among left behind children, they are susceptible to a number of developmental challenges. Left behind children are more likely to resist authority and experience problems interacting with their peers; they are more likely to exhibit unhealthy behaviors such as foregoing breakfast and smoking, and have an increased likelihood of developing mental health issues, including loneliness and depression. And although left behind children may have greater academic opportunities due to their parents' expanded financial capacity, they are also often under greater pressure to perform academically and thus are more vulnerable to school-related stress. Children of rural workers who do migrate with their parents also face challenges. Without a local, non-agricultural hukou, migrant children have limited access to public social infrastructure. For example, urban students' educational opportunities are far superior to that of their migrant student counterparts. The central government reformed the education system in 1986 and then again in 1993, yielding greater autonomy to local governments in the regulation of their education system. Limited space and the desire to protect local interests in turn induced local governments to avoid enrolling migrant children in their public schools. Furthermore, because the central government subsidized public schools based on enrolment rates of children with local hukous, migrant children were required to pay higher fees if they wanted to attend. Consequentially, many migrant families elect instead to send their children to private schools that specifically cater to migrants. However, to lower enrolment and attendance fees, these institutions must cut spending in other areas, resulting in a lower quality of education. School facilities are often in poor condition, and many teachers are unqualified. In subsequent years, the central government has enacted a number of reforms, with limited impact. In 2001, it asserted that public schools should be the primary form of education for the nation's children, but did not specify how it would financially support schools in enrolling more migrant children, resulting in little change. Similarly, in 2003, the government called for lower fees for migrant children, but again failed to detail how it would help schools pay for this.