Anna D Johnson, Owen N Schochet, Anne Martin, Sherri Castle, Diane Horm, Deborah A Phillips
When does 1 + 1 not equal 2? The relative advantage of public school-based pre-k versus head start for low-income children's kindergarten cognitive and self-regulatory skills
Developmental psychology
study aimed investigate effects education age experience youth violence lowincome middleincome country settings using standardised questionnaire study collected two waves longitudinal data sociodemographics health practices health outcomes risk factors panel fixedeffects ordinary least squares regression models used analysis study conducted 59 villages town nouna population 100 000 individuals 1 hospital 13 primary health centres burkina faso interviewed 1644 adolescents 2017 1291 respondents 2018 participated rounds examined experience physical attacks past 12 months bullying past 30 days exposures completed years age educational attainment substantial minority respondents experienced violence waves 241 bullying 122 physical attack males experiencing violence bullying positively associated education 012 95 ci 002 022 nonsignificantly older age effects stronger males females although gender differences significant physical attacks fell increasing age 018 95 ci 031 005 association stronger males females education physical attacks substantively associated bullying physical attacks common rural adolescent burkinabe age patterns found suggest particularly males need target violence prevention younger ages bullying prevention slightly older ones particularly remaining school nevertheless fuller understanding mechanisms behind findings needed design effective interventions protect youth lowincome settings violence