Child mental health and educational attainment: multiple observers and the measurement error problem

Publication type

ISER Working Paper Series

Series Number

2011-20

Series

ISER Working Paper Series

Authors

Publication date

August 5, 2011

Abstract:

 We examine the effect of survey measurement error on the empirical relationship between child mental health and personal and family characteristics, and between child mental health and educational progress. Our contribution is to use unique UK survey data that contains
(potentially biased) assessments of each child's mental state from three observers (parent, teacher and child), together with expert (quasi-)diagnoses, using an assumption of optimal diagnostic behaviour to adjust for reporting bias. We use three alternative restrictions to
identify the e ect of mental disorders on educational progress. Maternal education and mental health, family income, and major adverse life events, are all signi cant in explaining child mental health, and child mental health is found to have a large in uence on educational
progress. Our preferred estimate is that a 1-standard deviation reduction in `true' latent child mental health leads to a 2-5 months loss in educational progress. We also nd a strong tendency for observers to understate the problems of older children and adolescents compared to expert diagnosis.

Subjects


Related Publications

Paper download  

#520100

News

Latest findings, new research

Publications search

Search all research by subject and author

Podcasts

Researchers discuss their findings and what they mean for society

Projects

Background and context, methods and data, aims and outputs

Events

Conferences, seminars and workshops

Survey methodology

Specialist research, practice and study

Taking the long view

ISER's annual report

Themes

Key research themes and areas of interest