Page 376 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 376
ear ly school leaving: contempor ary european perspectives
Lower health status and public health assistance accessibility
Early unemployment is also importantly connected to adult physical and
psychological health problems. Hammarström and Janlert (2002) state
that the most commonly stated health problems within the ESL popula-
tion are psychological health problems (e.g. depression, anxiety), somat-
ic health problems (e.g. headache, weight problems, gastric complaints,
problems with locomotive apparatus, infections, accidental injuries, aller-
gies), alcohol consumption, and smoking. Males are especially at risk for
somatic and psychological health problems. The European Commission
(2010) states, for example, that in England young men who are not in edu-
cation or training are three times more likely to be depressed than those in-
volved in any kind of educational activity. ESLers are also less likely to have
health insurance and are simultaneously at greater risk for both early death
and a variety of poor health outcomes (Clark & Royer, 2010; Davidoff &
Kenney, 2005; Mazumder, 2010). Lochner (2011) states there are many ways
in which education improves health. They include stress reduction, better
decision-making and information gathering, a higher likelihood of having
health insurance, healthier employment, better neighbourhoods and peers,
and low-risk health behaviours such as avoiding smoking, drinking, eating
calorie-intensive food and refraining from exercising. Education is there-
fore closely tied to many aspects of an individual’s quality of health and as
such also holds far-reaching effects for an individual’s health in adulthood
(European Commission, 2010).
Less risk aversion and increased criminality
Different studies (e.g. Aloise-Young, Cruickshank, & Chavez, 2002; Crum,
Ensminger, Ro, & McCord, 1998; Fegan & Pabon, 1999; Henry, Caspi, Moffitt,
Harrington, & Silva, 1999; Jarjoura, 1996; Voelkl, Welte, & Wieczorek, 1999)
confirm that ESLers are at greater risk of participating in all forms of delin-
quency (e.g. drug use and drug selling, criminal behaviour) and have more
contacts with the juvenile justice system. Machin, Marie and Vucic (2011)
defined three channels via which education may have an effect on crime:
income effects, time availability, and patience or risk aversion. Time spent
in education reduces the time available to participate in criminal activi-
ty. While at school, youngsters stay off the streets. Through education they
also develop an awareness of the importance of risk aversion and under-
stand the long-term effects of future punishment and future income loss-
es from imprisonment (EENEE, 2013; Machin et al., 2011; Moretti, 2007;
376
Lower health status and public health assistance accessibility
Early unemployment is also importantly connected to adult physical and
psychological health problems. Hammarström and Janlert (2002) state
that the most commonly stated health problems within the ESL popula-
tion are psychological health problems (e.g. depression, anxiety), somat-
ic health problems (e.g. headache, weight problems, gastric complaints,
problems with locomotive apparatus, infections, accidental injuries, aller-
gies), alcohol consumption, and smoking. Males are especially at risk for
somatic and psychological health problems. The European Commission
(2010) states, for example, that in England young men who are not in edu-
cation or training are three times more likely to be depressed than those in-
volved in any kind of educational activity. ESLers are also less likely to have
health insurance and are simultaneously at greater risk for both early death
and a variety of poor health outcomes (Clark & Royer, 2010; Davidoff &
Kenney, 2005; Mazumder, 2010). Lochner (2011) states there are many ways
in which education improves health. They include stress reduction, better
decision-making and information gathering, a higher likelihood of having
health insurance, healthier employment, better neighbourhoods and peers,
and low-risk health behaviours such as avoiding smoking, drinking, eating
calorie-intensive food and refraining from exercising. Education is there-
fore closely tied to many aspects of an individual’s quality of health and as
such also holds far-reaching effects for an individual’s health in adulthood
(European Commission, 2010).
Less risk aversion and increased criminality
Different studies (e.g. Aloise-Young, Cruickshank, & Chavez, 2002; Crum,
Ensminger, Ro, & McCord, 1998; Fegan & Pabon, 1999; Henry, Caspi, Moffitt,
Harrington, & Silva, 1999; Jarjoura, 1996; Voelkl, Welte, & Wieczorek, 1999)
confirm that ESLers are at greater risk of participating in all forms of delin-
quency (e.g. drug use and drug selling, criminal behaviour) and have more
contacts with the juvenile justice system. Machin, Marie and Vucic (2011)
defined three channels via which education may have an effect on crime:
income effects, time availability, and patience or risk aversion. Time spent
in education reduces the time available to participate in criminal activi-
ty. While at school, youngsters stay off the streets. Through education they
also develop an awareness of the importance of risk aversion and under-
stand the long-term effects of future punishment and future income loss-
es from imprisonment (EENEE, 2013; Machin et al., 2011; Moretti, 2007;
376
