Marcus Jan, Reif Simon, Wuppermann Amelie, Rouche Amélie
University of Hamburg, Germany; DIW Berlin, Germany.
University of Erlangen-Nuremberg, Germany; RWI Essen, Germany.
J Health Econ. 2020 Mar;70:102256. doi: 10.1016/j.jhealeco.2019.102256. Epub 2019 Dec 23.
While several studies suggest that stress-related mental health problems among school children are related to specific elements of schooling, empirical evidence on this causal relationship is scarce. We examine a German schooling reform that increased weekly instruction time and study its effects on stress-related outpatient diagnoses from the universe of health claims data of the German Social Health Insurance. Exploiting the differential timing in the reform implementation across states, we show that the reform slightly increased stress-related health problems among school children. While increasing instruction time might increase student performance, it might have adverse effects in terms of additional stress.
虽然多项研究表明，学童中与压力相关的心理健康问题与学校教育的特定因素有关，但关于这种因果关系的实证证据却很少。我们研究了一项德国学校教育改革，该改革增加了每周的授课时间，并从德国社会医疗保险的全部健康理赔数据中研究其对与压力相关的门诊诊断的影响。利用各州改革实施时间的差异，我们发现该改革略微增加了学童中与压力相关的健康问题。虽然增加授课时间可能会提高学生成绩，但就额外的压力而言，可能会产生不利影响。
