Abstract: Taking the left-behind children in relocating communities in Z areas of Nujiang, Yun Province as an example, through field interviews and participant observation, it was found that, the left-behind children in relocating communities of Zhiguo nationality areas were faced with natural disasters, drowning, traffic safety, home safety, physical health safety and sexual assault and other problems. From the perspective of the social ecosystem where left-behind children live, the main reasons for their safety problems were weak family supervision, poor school safety education, inadequate government supervision, induction of bad culture, poor self-control of left-behind children, etc. In view of the diversified safety education needs of left-behind children, based on social learning theory and gender theory, service plans suitable for left-behind children in resettlement communities directly through ethnic minority areas were formulated, and safety education activities were carried out by using group work method. Through the process evaluation and result evaluation, it was found that, the working method of the group had a significant effect on solving the safety problems of left-behind children in the resettlement communities in the direct minority areas. However, this method couldn’ t fully meet the safety needs of left-behind children, so it was necessary to integrate case work, group work and community work to get the best results.