Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/250057 
Year of Publication: 
2020
Citation: 
[Journal:] Journal of Health Economics [ISSN:] 0167-6296 [Volume:] 70 [Article No.:] 102256 [Publisher:] Elsevier BV [Place:] Amsterdam [Year:] 2020
Publisher: 
Elsevier BV, Amsterdam
Abstract: 
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.
Subjects: 
Stress
Mental health
Instruction time
G8 reform
JEL: 
I18
I28
Published Version’s DOI: 
Creative Commons License: 
cc-by-nc-nd Logo
Document Type: 
Article
Document Version: 
Accepted Manuscript (Postprint)

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