IMPACT OF CHILD MENTAL HEALTH ON QUALITY OF EDUCATION IN SINDH, PAKISTAN: GENDER-BASED EVIDENCE

Abstract

This study examines how children’s mental health affects their educational quality in Sindh, Pakistan. Data comes from the Multiple Indicator Cluster Survey (MICS) 2018-19. The sample comprises 8,497 children aged 7-14 years (4482 boys and 4015 girls). Foundational skills in mathematics and English measure educational quality. The study uses the Ordered Logit model to estimate outcomes for the overall sample and separately for boys and girls. Results show that mental health factors, including social anxiety disorder, anxiety, and depression, significantly reduce educational quality for the overall sample and for boys. In contrast, the mental health variable is insignificant in the girls’ model, suggesting a stronger coping mechanism. Control variables include early childhood education, primary education, middle education, involvement in household chores, residence area, and child labor. These findings underscore the need for gender-sensitive mental health interventions in schools, combined with expanded early learning programs and support for children managing household responsibilities. Furthermore, incorporating psychological support into education policy can improve both learning outcomes and child well-being, with particular attention to boys’ vulnerability to mental health challenges.

Keywords: Child Mental Health; Quality of Education; Anxiety; Depression; Social Anxiety Disorder; Pakistan.