The Effects of Graduation Requirements on Risky Health Behaviors of High School Students

Hao, Zhuang; Cowan, Benjamin

doi:10.1162/ajhe_a_00112

Cited by 7 publications

(5 citation statements)

References 83 publications

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“…In these and other prevalent decisions, the risk attitude of an individual can be expected to play a major role. 3 Prior literature suggests that individuals' risk taking preferences are not constant, but can be influenced by various exogenous factors (Hao and Cowan 2019;Browne et al 2019Browne et al , 2021Guiso and Paiella 2008;Menkhoff et al 2006). We add to this literature by expanding this list of factors that change risk preferences by mental health changes.…”

Section: Motivationmentioning

confidence: 99%

Mental health changes and the willingness to take risks

Lu¹,

Richter²,

Steinorth

2021

Geneva Risk Insur Rev

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Utilizing the longitudinal SOEP data representative of the German population, we find that mental health shocks significantly decrease the willingness to take risks. We also find that mental health improvements increase the willingness to take risks significantly. Our findings are relevant for better understanding the economic decision making of the large number of individuals with mental health issues.

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Section: Motivationmentioning

confidence: 99%

Mental health changes and the willingness to take risks

Lu¹,

Richter²,

Steinorth

2021

Geneva Risk Insur Rev

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“…11,12 Observational studies have found that students who complete their education without a high school diploma have worse health outcomes in adulthood across a wide spectrum of acute and chronic diseases, such as heart disease, cancer, obesity, and human immunodeficiency (HIV) infection. 13,14 Greater investments in education and more school rigor is linked to better health, particularly among low-income and minority populations, 15,16 and experimental and quasi-experimental studies suggest the impact of education on health is causal. [17][18][19][20] Obtaining a high school diploma is the gateway to higher education, employment opportunities, and socioeconomic success.…”

Section: The Importance Of Adolescencementioning

confidence: 99%

Turning Vicious Cycles Into Virtuous Ones: the Potential for Schools to Improve the Life Course

et al. 2022

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Adolescence is a critical transition period that sets the stage for adulthood and future health outcomes. Marked by key developmental milestones in brain maturation, increasing independence from parents, and greater connections to peers, adolescence is also a time of heightened risk for behavioral health problems, including substance use, violence, delinquency, and mental health issues. High school completion is a significant life course event and a powerful social determinant of health and health disparities. Jessor’s Theory of Problem Behavior suggests that adolescent health behaviors and mental health problems are closely tied to poor educational outcomes and peer network formation in a reinforcing feedback loop, or vicious cycle, often leading to school failure, school disengagement, and drop-out. Schools are a novel platform through which vicious cycles can be disrupted and replaced with virtuous ones, simultaneously improving education and health. This article describes the potential for schools to transform health trajectories through interventions creating positive and supportive school climates. In addition, new models such as the Whole School Whole Community Whole Child Model promote whole child well-being, including cognitive, social, emotional, psychological, and physical development. Full-service community schools can serve as a hub coordinating and integrating all available resources to better respond to the needs of children and families. Present in every neighborhood, schools are a way to reach every school-age child and improve their health trajectories, providing an important platform for life course intervention research.

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“…Students who work harder at school may be less likely to engage in such behaviors and vice-versa. There is broad evidence that human capital investment reduces risky behavior (Conti, Heckman, and Urzua, 2010;Cutler and Lleras-Muney, 2010;Kenkel, Lillard, and Mathios, 2006), as well as evidence that the stringency of education dampens risky behaviour (Hao and Cowan, 2019). This could be explained by time constraints in case of contemporaneous e ects as well as expectation e ects, if students anticipate the future cost of engaging in risky behaviour in terms of reduced return to human capital.…”

Section: Measures Of E Ort: Risky Behaviorsmentioning

confidence: 99%