The DYNAMICS investigated how school-based policies targeting children’s health, education, and social norms shape human capital and lifetime outcomes. Research was structured into three interrelated work packages—reinforcement, remediation, and mediation—each examining distinct pathways through which interventions affect the life cycle. The project progressed from empirical identification to causal estimation and dissemination through academic and policy channels.
Work Package 1: Reinforcement
This component explored whether early-life health interventions enhance the impact of later educational reforms. It focused on two sequential Danish reforms: the introduction of school doctors and the expansion of secondary education. Using newly compiled historical and register data, the study employed a staggered difference-in-differences (DiD) design. Both reforms independently improved adult health and education, but combined exposure led to significantly greater gains in earnings and longevity. Results were presented in the working paper *Skills Beget Skills*, co-authored with PJensen.
Work Package 2: Remediation
WP2 assessed whether school health services mitigated early-life disadvantage, including wartime nutritional shocks. Using local WWII variation, it examined whether school doctors buffered these effects. The reform’s benefits held regardless of war exposure, underlining its effectiveness as a remedial policy. Findings were integrated into the WP1 analysis.
Work Package 3: Mediation
WP3 analyzed the long-term effects of school-based norm transmission through Sweden’s sex education reform. Drawing on teacher-training archives and population registers, the study followed treated cohorts and their children. The reform promoted responsibility, reduced early pregnancies and gender inequality, and increased prosocial career choices and earnings. Effects extended to daughters, who pursued education and entrepreneurship. Findings were published in *Life-Cycle Effects*, co-authored with A Elwert.
Training, Dissemination, and Exploitation
The project produced high-impact outputs and supported the PI’s career development. Two working papers were completed and presented at leading conferences (EEA, AEA, ESPE, COMPIE), with invited talks at Bristol, Duisburg-Essen, and Copenhagen.
Beyond research, the project included training in causal inference. Combined with mentoring and SDU’s talent track, this led to the PI’s Sapere Aude Starting Grant and a tenured Associate Professorship.
In sum, DYNAMICS achieved its scientific goals and delivered new data, methods, and policy-relevant insights. It offers strong evidence that coordinated investments in children’s health, education, and norms yield lasting benefits for individuals and society.
