Some long-term societal benefits of early psychosocial interventions supporting children and youth at various developmental risks can be estimated with school results as a mediatory. In this paper we develop causal education-earnings links for educational achievement thresholds at the end of the nine-year compulsory school (CS) and the three-year upper secondary school (USS) in Sweden. Gross earnings are calculated with age profiles estimated on micro-level register data for the whole population. We also estimate the indirect costs of education (forgone earnings) with this data and find that they can be ignored. For the base case, we calculate the expected net present value of meeting minimum requirements for transition from CS to a national USS-program to D 112,000 (SEK 1.1 million) and for graduation from such a program to D 163,000 (SEK 1.6 million).

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Economic models to inform decision-making are gaining popularity, especially for preventive interventions. However, there are few estimates of the long-term returns to parenting interventions used to prevent mental health problems in children. Using data from a randomised controlled trial evaluating five indicated parenting interventions for parents of children aged 5-12, we modeled the economic returns resulting from reduced costs in the health care and education sector, and increased long-term productivity in a Swedish setting. Analyses done on the original trial population, and on various sized local community populations indicated positive benefit-cost ratios. Even smaller local authorities would financially break-even, thus interventions were of good value-for-money. Benefit-cost analyses of such interventions may improve the basis for resource allocation within local decision-making.

In Kenya, educational enrollment rates increased significantly for both girls and boys after 2003, when primary education became free of charge. Unfortunately, approximately one million school-aged children are still not enrolled in school. Earlier literature provides empirical evidence that educational opportunities differ among children, due to poverty, gender, rural area of residence and disability. Our paper contributes to the literature by providing empirical evidence of the importance of children's ethnolinguistic background for their probability of being in school. Estimates from a three-level random intercept probit model using data from the Kenya Integrated Household Budget Survey 2005/06 reveal that Somali and Maasai children are least likely to be in school. A separate analysis by child's gender shows that compared to Kikuyu children both girls and boys from the Somali and Maasai groups, but also Mijikenda and Swahili girls, have a lower probability to be in school. This might be an indication that gender norms are stronger in these groups.

Background Time management skills are essential for living in modern society. People with mental or neurodevelopmental disorders typically have cognitive limitations, including affected time management, which might lead to poor occupational balance, low self-efficacy, and poor parental sense of competence. “Let’s Get Organized” (LGO) is a recently developed manual-based group intervention to train time management skills. The aim of this trial is to evaluate the efficiency of the Swedish version of LGO (LGO-S) compared to treatment as usual (individual occupational therapy) to improve time management for adults with impaired time management skills due to mental or neurodevelopmental disorders. Furthermore, to evaluate if the intervention is a cost-effective way to improve the quality of life and time management skills of these individuals, we will conduct a health economic evaluation. Methods The trial will have a multi-centre, open, parallel randomised controlled design. A total of 104 adults with cognitive limitations due to mental or neurodevelopmental disorders will be recruited from open psychiatric or habilitation care units. Outcomes will be measured before and after a 10-week intervention, with a follow-up 3 months after completing the intervention. The primary outcome will be self-assessed time management skills. Secondary outcomes will be e.g. self-assessed skills in organisation and planning, regulation of emotions, satisfaction with daily occupations, occupational balance, self-efficacy, and quality-adjusted life years. Discussion A recent feasibility study has shown promising results for LGO-S, and a randomised trial will provide robust evidence for the possible efficacy of LGO-S in comparison to treatment as usual. Trial registration ClinicalTrials.gov NCT03654248. Registered on 20 August 2018.