Story of a Boy Who Escaped Poverty at 12 in the Coal Mines—Now He Has a PhD in Mining Engineering

In the coal-rich provinces of northern China, where opportunities are scarce and livelihoods often hinge on the harsh rhythm of mining work, one man’s life story has captured the attention of millions. Known online only as “Coal Miner No. 3,” he began working underground at the age of 12, shoulder to shoulder with his father, driven less by choice than by the pressing need to support his family. Today, he holds a PhD in mining engineering—a transformation that speaks not only to personal grit but to the power of education, community, and resilience in reshaping a life’s trajectory.

His journey from the coalface to the lecture hall is neither a romanticized overnight success nor a tale stripped of hardship. It is, instead, a testament to years of incremental progress, sacrifices both personal and shared, and the quiet determination to pursue knowledge against all odds. Along the way, he worked multiple jobs, endured academic setbacks, and faced the physical and emotional toll of fieldwork in some of China’s toughest mining environments.

Early Life and the Weight of Survival

Growing up in a rural mining town in northern China, the man now known online as “Coal Miner No. 3” faced the kind of poverty that demanded resilience from an early age. At just 12 years old, he joined his father in the coal mines, not as a rite of passage, but as a matter of survival. His father labored underground while his mother shouldered the responsibilities of running the household, both parents quietly instilling in him a blend of grit and humility that would become the foundation of his life.

His childhood was marked by hard physical work and limited opportunities, yet there were early sparks of ambition. Alongside his labor in the mines, he was sent to learn martial arts—an unusual but formative experience that taught him discipline and perseverance. These qualities proved essential as he navigated adolescence, taking on part-time jobs as a construction worker, waiter, and cook to support his education. The contrast between backbreaking manual labor and the pursuit of learning deepened his determination to carve out a future beyond the coal dust.

The circumstances were stark: limited income, minimal resources, and the looming reality that many in his position never left the mines. Yet even in those early years, he nurtured the quiet belief that education could be a ladder out of poverty. This conviction set the stage for the unlikely journey from a boy at the coalface to a scholar shaping the future of mining engineering.

The Turning Point: Education as Escape

For “Coal Miner No. 3,” the path out of the mines was neither straight nor guaranteed. His first attempt at the gaokao, China’s rigorous national college entrance exam, ended in disappointment—a setback that would have led many to abandon academic ambitions entirely. Instead, he treated failure as a challenge to redouble his efforts. A year later, on his second attempt, he secured admission to a vocational college to study geological engineering. It was a modest entry into higher education, but for someone from his background, it represented a seismic shift: the possibility of a career that could combine his lived experience with technical expertise.

Financial constraints were a constant shadow during his studies. To stay afloat, he continued taking on demanding jobs, often balancing long shifts with coursework. The rhythm was grueling: mornings in class, afternoons on construction sites or in kitchens, nights reviewing notes under dim light. This balancing act built not only knowledge but a work ethic that became the cornerstone of his academic achievements. His lived understanding of the harsh realities of mining communities gave his studies a sense of urgency—engineering was not just a profession but a means to make the industry safer and more sustainable.

This phase of his life also sharpened his sense of purpose. Unlike many peers who viewed technical qualifications primarily as a pathway to secure employment, he saw them as tools to address the systemic risks and inefficiencies he had witnessed firsthand. Every lesson in geology, every technical diagram, was layered with personal meaning. Education was no longer an abstract ideal; it was a direct countermeasure to the precarious existence of the miners he had grown up alongside.

Immersion in the Field

The transition from theory to practice came during his postgraduate years, when he spent over a year living and working at the Tashan Coal Mine in Shanxi province. This was not a sanitized training exercise—it was a return to the mines, but now as a trainee engineer rather than a laborer. The shift in perspective was profound. Instead of enduring the physical strain without question, he began studying the mechanical systems, geological patterns, and safety protocols that governed operations. It was a chance to observe both the advancements and the shortcomings in modern mining practices.

Later, his doctoral research took him even farther afield, to the rugged conditions of Xinjiang in China’s northwest. Fieldwork in such an environment tested more than his technical skills. Harsh weather, logistical challenges, and prolonged isolation from family and friends demanded mental stamina. Yet these same conditions also deepened his resilience and adaptability. He learned that the success of large-scale mining projects depended as much on the human factors, team cohesion, adaptability, and leadership as on technology and engineering.

These experiences cemented his research focus: Tunnel Boring Machines (TBMs), vital for building underground infrastructure in mining, water projects, and power engineering. His practical exposure gave him insights that textbooks could not, allowing him to bridge the gap between theoretical optimization and real-world constraints. In this way, the boy who once labored underground with a pickaxe was now contributing to the future of mining through innovation and design.

The Web of Support

While his journey is a testament to personal determination, “Coal Miner No. 3” is quick to credit the network of people and programs that made it possible. China’s poverty relief initiatives helped provide educational opportunities and reduce financial pressure. Just as critical were the mentors who recognized his potential and guided him through the technical and emotional challenges of academic life. These relationships were not merely academic formalities—they were lifelines in moments when fatigue, financial strain, or self-doubt threatened to derail his progress.

One of the most poignant acknowledgments in his PhD thesis was directed toward his roommate, Zhang Yan. During lean times, Zhang offered not only friendship but tangible help: a shared phone, secondhand clothing, and unwavering encouragement. In a society where academic success is often framed as an individual achievement, he openly recognized the role of such quiet acts of solidarity in sustaining his path.

Personal relationships also played a profound role. Meeting his girlfriend at the age of 27 marked another turning point. Her support, along with that of her parents, brought emotional stability during the most demanding phases of his doctoral work. In his own words, she was “a ray of light” in his life, a reminder that personal growth often flourishes alongside academic and professional achievements. By honoring these connections, he underscored that success is rarely the product of individual effort alone.

Achievement and Broader Impact

Earning his PhD from Beijing University of Technology was not just an academic milestone; it was a symbolic closure to a life chapter defined by hardship. In his thesis, he left readers with a personal credo: “A man’s heart stays firm as iron to his last day.” This was not empty rhetoric, but a distillation of decades of labor, study, and endurance. For many who followed his story online, this achievement resonated beyond mining engineering. It stood as proof that perseverance can outlast even the most entrenched barriers.

His refusal to reveal his real name due to the sensitivity of his work did little to diminish the public’s interest. Millions viewed his story on Chinese social media, offering messages of congratulations and admiration. Some emphasized how his journey demonstrated the transformative power of education, while others noted the value of his contributions to mining safety and engineering practices. In an era where viral stories can be fleeting, his narrative stood out for its depth and authenticity.

The reach of his story also sparked broader discussions about social mobility in China. His life arc, spanning from manual labor in coal pits to high-level technical research, highlighted the ways in which educational access, mentorship, and policy can intersect to alter individual destinies. In doing so, it invited reflection on how similar pathways might be opened for others facing economic hardship.

Lessons for Those Who Follow

At its core, “Coal Miner No. 3’s” journey offers a layered lesson about the interplay of determination, opportunity, and community. His life affirms that perseverance alone, while admirable, is often insufficient without structural support and the generosity of others. Poverty relief programs, academic mentorship, and acts of kindness all worked in tandem with his own relentless drive to create an outcome that once seemed unattainable.

For those facing adversity, his path illustrates the importance of framing education not as a distant ideal, but as a practical tool for change. The combination of field experience, academic rigor, and personal resilience enabled him to not only escape poverty but also contribute to the field in a way that draws on his lived realities. This dual perspective both as a former miner and as a researcher, allows him to shape solutions that are grounded, relevant, and human-centered.

Ultimately, his story serves as both inspiration and a challenge. It is a reminder that while personal grit can push boundaries, the creation of more such success stories depends on building systems that make educational and professional advancement accessible to all. In honoring his journey, we are also called to consider how many other “Coal Miner No. 3s” might emerge if given the same opportunities and encouragement.