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Introduction: Psychological factors affecting children have received less attention in relation to continued education, particularly among elementary school-aged children. This study aimed to investigate the association between parental depression and educational outcomes in children aged 6–12 years. Methods: This study was conducted using data from the Indonesian Family Life Survey. Children aged 6–12 years living with their parents were included in the study. The outcome variable was school dropout. The Center for Epidemiologic Studies Depression scale was used to assess parental depression as the independent variable. Multivariate logistic regression was performed with covariate adjustments to determine the association of parental depression with educational outcomes. Results: Approximately 8.7% of the children dropped out of school, with the prevalence being higher among the boys (11.6%) than among the girls (5.5%). After being adjusted for covariates, maternal depression was found to be associated with an increased risk of school dropout, particularly when it occurred during the children’s toddlerhood and childhood (odds ratio=1.97; 95% confidence interval=1.04–3.74; P=0.037). In contrast, paternal depression was not associated with an increased risk of school dropout. Conclusion: These findings suggest that maternal depression significantly influences the likelihood of school dropout among children.

Multiple factors - genetic, biological, social and psychological - play a significant role in shaping early childhood development.1,2 Failure to nurture foundational skills, such as cognitive, social and emotional abilities, during this critical period may hinder a child's capacity to learn and thrive in later stages of life.3 Preparing children adequately during early childhood is therefore essential for ensuring a nation's long-term sustainability, progress and self-reliance. [...]children's education is often portrayed as the centre of attention in human resource development. Indonesia has stated the goals of education in the 1945 Constitution of Republic of Indonesia, namely, to develop the intellectual life of the nation and advance Indonesian education. [...]education for children is an essential part of the potential development process. Data of individual children in 2014 were matched with data from 2007, including data from their parents. [...]this analysis used two-period longitudinal data on the same individual children and parents. [...]multivariate logistic regression was conducted to determine the association between parental depression and school dropout.

To determine the most effective method for analysing haemoglobin concentrations in large surveys in remote areas, and to compare two methods (indirect cyanmethaemoglobin and HemoCue) with the conventional method (direct cyanmethaemoglobin). Samples of venous and capillary blood from 121 mothers in Indonesia were compared using all three methods. When the indirect cyanmethaemoglobin method was used the prevalence of anaemia was 31-38%. When the direct cyanmethaemoglobin or HemoCue method was used the prevalence was 14-18%. Indirect measurement of cyanmethaemoglobin had the highest coefficient of variation and the largest standard deviation of the difference between the first and second assessment of the same blood sample (10-12 g/l indirect measurement vs 4 g/l direct measurement). In comparison with direct cyanmethaemoglobin measurement of venous blood, HemoCue had the highest sensitivity (82.4%) and specificity (94.2%) when used for venous blood. Where field conditions and local resources allow it, haemoglobin concentration should be assessed with the direct cyanmethaemoglobin method, the gold standard. However, the HemoCue method can be used for surveys involving different laboratories or which are conducted in relatively remote areas. In very hot and humid climates, HemoCue microcuvettes should be discarded if not used within a few days of opening the container containing the cuvettes.