Abstract: The concept of “children as co-constructors of space” has emerged as a central focus in western studies of children's geography. In contrast, the theoretical and empirical foundations in China are relatively underdeveloped, particularly concerning the vast issue of rural children left behind. To effectively address this challenge, it is imperative to adopt a spatial lens deeply rooted in the Chinese cultural and social milieu, focusing on the nuanced realities and aspirations of these children.Relying on the theoretical framework of spatial sociology and subjectivity theory, and based on a bidirectional perspective of “external connection + internal embedding”, this article explores the logic of subjectivity and the behavioral response mechanisms of Chinese left-behind children in geographical, network, and social spaces. Utilizing a multimodal typology analysis, we categorize these children into four types based on their subjectivity and behavioral characteristics: “Active Helper + Proactive Social Engagement,” “Passive Participant + Limited Social Interaction,” “Active Resister + Passive Tendency of Destructive Behavior,” and “Passive Rule Violator + Oscillatory Environmental Response.”A framework is developed to intertwine “space-subjectivity-behavior” ,aiming to enhance the spatial environment, elucidate children's agency, prevent antisocial behavior, and promote prosocial behavior and social adaptation. This theoretical framework provides a robust foundation for the formulation of more precise and effective policies and interventions. The ultimate goal is to improve the quality and efficiency of services for rural children, foster a child-friendly environment, and contribute to their overall well-being and growth.

Key words: rural children left behind, space, subjectivity, antisocial behavior