This article examines the relationship between couples’ work–family arrangement and individuals’ perceived work–family conflict (WFC), considering individuals’ attitudes towards gender roles and national gender culture in 37 countries (N = 15,114). Previous research has shown that WFC depends on work and family demands and has mostly accounted for absolute time spent in paid and domestic work. We hypothesize that WFC depends on couples’ work–family arrangement in terms of time spent in paid, domestic and care work. We further expect that the relationship between couples’ work–family arrangement and WFC depends on individuals’ gender attitudes and national gender culture. To test these assumptions, we use the ISSP-2012 data and apply multilevel linear regression analyses. The findings indicate that an egalitarian work–family arrangement—that is, sharing paid, domestic and care work equally with one’s partner—is associated with lower levels of WFC. Moreover, individuals with egalitarian gender attitudes and an egalitarian work–family arrangement experience less WFC than individuals with inconsistent attitudes and behaviours. Individuals with consistent traditional attitudes and behaviours experience the most conflict. Finally, a more egalitarian gender culture relates to less WFC. Cross-level interactions indicate that the relationship between work–family arrangement and WFC is not mediated by countries’ gender culture.

Community schools offer children an integrated set of educational and social services, but sound scientific evidence on their effectiveness is lacking. Therefore, this study reviews the literature on community schools. First, we characterize community schools and find that their key activities are cooperating with other institutions, involving parents, and offering extracurricular activities. Second, we describe an exemplary community school for which causal evidence shows improved academic achievement. Third, we explore whether the three main activities of community schools influence academic performance, dropout, and risky behavior. Academic performance does not appear to be influenced by extracurricular activities. On the other hand, extracurricular activities do appear to be related to reduced dropout and risky behavior. In addition, there is a positive association of cooperation and parental involvement with academic achievement, and a negative correlation of these two factors with dropout and risky behavior. However, more causal evidence is needed before it can be concluded that community schools are effective.

With the closure of schools due to the Covid-19-pandemic, parents of schoolchildren had to quickly adapt their daily schedules by taking over responsibilities of homeschooling for their children, while arranging their own schedule. This study first identifies the parents who are most challenged by having to ensure homeschooling responsibilities and then assesses how homeschooling affects different dimensions of parents’ wellbeing. Analyzing data from a large general population-representative panel survey in Switzerland, we compare subjective wellbeing before the Covid-19-outbreak to wellbeing at the end of the semi-lockdown. Almost one fifth of parents report being sometimes overwhelmed by homeschooling obligations for their children. Women, mid-aged and lower-educated individuals as well as those with young children and a lower income are particularly overwhelmed. Being sometimes overwhelmed by homeschooling does not cause changes in life satisfaction, stress and negative affect. Yet, it leads to a decrease in positive affect. We derive recommendations for educational and public health policies.

Dropout prevention is highly ranked on the political agenda in many countries. It remains unclear, however, how dropout can be e ectively reduced, as many di erent factors are determining student dropout.Community schools recognize this and modernize education such that it better accommodates students' personal needs. As a result these schools cooperate more with external organizations, stimulate parental involvement in the educational process and organize more extracurricular activities. Despite the increasing number of community schools, there is no empirical evidence that these schools reduce student dropout.This study examines the impact of Dutch community schools on student dropout. It focuses in particular on pre-vocational education, because dropout is particularly high in this educational track. Moreover, the focus is on the city of Rotterdam because this city is a forerunner in the Netherlands in establishing community