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Behavioural and Emotional Problems in Children and Educational Outcomes: A Dynamic Panel Data Analysis

Authors
  • Khanam, Rasheda1
  • Nghiem, Son2
  • 1 University of Southern Queensland, School of Commerce, Toowoomba, QLD, 4350, Australia , Toowoomba (Australia)
  • 2 Queensland University of Technology, Institute of Health and Biomedical Innovation, Kelvin Grove, QLD, 4059, Australia , Kelvin Grove (Australia)
Type
Published Article
Journal
Administration and Policy in Mental Health and Mental Health Services Research
Publisher
Springer US
Publication Date
Nov 11, 2017
Volume
45
Issue
3
Pages
472–483
Identifiers
DOI: 10.1007/s10488-017-0837-7
Source
Springer Nature
Keywords
License
Yellow

Abstract

This study investigates the effects of behavioural and emotional problems in children on their educational outcomes using data from the Longitudinal Survey of Australian Children (LSAC). We contribute to the extant literature using a dynamic specification to test the hypothesis of knowledge accumulation. Further, we apply the system generalised method of moments (GMM) estimator to minimise biases due to unobserved factors. We find that mental disorders in children has a negative effect on the National Assessment Program—Literacy and Numeracy (NAPLAN) test scores. Among all mental disorders, having emotional problems is found to be the most influential with one standard deviation (SD) increase in emotional problems being associated with 0.05 SD reduction in NAPLAN reading, writing and spelling; 0.04 SD reduction in matrix reasoning and grammar; and 0.03 SD reduction in NAPLAN numeracy.

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