ABSTRACT
The onset of the COVID-19 pandemic, entailing widespread school closures as well as acute disruptions to household livelihoods, had substantial consequences for adolescent well-being in low-income countries. We present novel evidence about the prevalence of mental health challenges among adolescent students in rural Mozambique using data from an in-person survey conducted in 105 schools in 2021, immediately following the post-pandemic school reopening. In our sample, 31% of students reported low levels of well-being (though only 10% suffer from high anxiety): students enrolled in schools that used a wider variety of distance learning measures and who had more robust social networks reported lower anxiety, while students who experienced household-level disruptions linked to the pandemic reported higher anxiety and lower well-being.
ABSTRACT
BACKGROUND: Domestic violence is a major public health issue worldwide with detrimental consequences not only for its victims but also for the next generations. Despite an extensive literature documenting the persistent intergenerational transmission of domestic violence, few studies explore the mechanisms underlying this transmission. METHODS: We use data from the Cebu Longitudinal Health and Nutrition Survey implemented between 1984 and 2009 in the Philippines. These longitudinal data allow us to measure how much the association between witnessing parental violence during childhood and the experience of intimate partner violence in young adulthood is explained by different measures of human capital that occur up to young adulthood, including education and health outcomes, cognitive skills, and psychosocial traits. RESULTS: We find that these human capital measures explain 22 percent of the transmission of domestic violence. Our results indicate that depression at age 18 and cognitive ability at age 11 are the primary human capital channels. CONCLUSIONS: Our findings suggest a potential role of interventions targeting these human capital investments in reducing the cycle of violence across generations, as such, it could expand the window of opportunity for effective interventions in developing countries.
ABSTRACT
Distance to health centers can represent a significant healthcare cost for poor households. Community-based health interventions and community health workers can be an alternative to deficient formal health care provision among remote populations. We analyze the effects on fertility outcomes of a large-scale community-based health worker program that aims to reach remote areas distant from health facilities in Madagascar. We use a triple difference model that exploits time and geographic variation in the program rollout and the geocoded household distance to the closest health facility. Our findings indicate that the program decreased the probability of conception among women in treated areas but did not have a differential effect among women living in remote areas. A potential mechanism underlying this fertility reduction is that the program increased women's modern contraceptive use.
Subject(s)
Family Characteristics , Fertility , Community Health Workers , Female , Health Services , HumansABSTRACT
Female secondary school attendance has recently increased in sub-Saharan Africa, and so has the risk of becoming pregnant while attending school. We analyze the impact of teenage pregnancy on young women's human capital using longitudinal data in Madagascar that capture the transition from adolescence to adulthood for a cohort aged 21-24 in 2012, first interviewed in 2004. We find that early childbearing increases the likelihood of dropping out of school and decreases the chances of completing secondary school. This pregnancy-related school dropout also has a detrimental impact on standardized test scores in math and French. We instrument early pregnancy with the young woman's community-level access and her exposure to condoms since age 15 after controlling for pre-fertility socioeconomic conditions. Our results are robust to different specifications that address potential endogeneity of program placement and instrument validity.
