Does family size increase children’s probability of dropping out of school? Evidence from Afghan households

The relationship between family size and educational outcomes is a subject of considerable academic and policy interest, particularly in low-income and developing countries. In Afghanistan, a country characterized by high fertility rates, limited educational resources, and traditional gender roles, understanding the dynamics between family structure and schooling is critical for effective educational planning and policy-making. This study investigates how family size influences school dropout in Afghanistan; contributing to the discussion on how family size influences education in developing and conflict affected countries. It provides a nuanced understanding of a possible channel underlying this effect, offering evidence for the role of numeracy skills in the relationship between family size and school dropout; a dimension that has been relatively underexplored in resource dilution research. Our findings reveal that larger family size is significantly associated with higher school dropout rates for both boys and girls, with the effect being more pronounced for girls. This relationship is associated with lower numeracy skills, suggesting a possible explanatory pathway linked to resource constraints and educational challenges experienced by children in Afghan households.