The Impact of Academic Performance on the Use of Harsh Disciplinary Practices Toward Stepchildren

This study investigated the relationship between academic performance and harsh disciplinary practices across diverse family structures using data from the Multiple Indicator Cluster Surveys (MICS) Round 6, covering 55,237 children in nineteen countries across Africa, Asia, the Americas, and the Pacific. An instrumental variable approach, leveraging school closures due to natural disasters, was employed to address endogeneity. Results revealed that academic underperformance significantly increased the likelihood and intensity of harsh discipline, with stepchildren exhibiting the highest susceptibility compared to biological children and other family categories. These findings aligned with parental investment, social learning, and parenting styles theories. The study underscores the need for targeted parenting interventions and school-based support services to promote positive child development in stepfamily settings.