Reducing barriers to psychotherapy and the socioeconomic gradient in secondary education

This study examines the impact of increased access to psychotherapy on secondary education completion among Danish youth aged 18 21. We use Danish administrative data and two complementary identification strategies that are both rooted in quasi-exogenous variation in barriers to mental health care—a reform abolishing co-payment and variation in general practitioners (GP) referral practices. We find that reducing barriers to accessing psychotherapy increases completion of secondary education. While the co-payment reform raised completion rates mainly for women, having a GP with a relatively high tendency to refer patients to psychotherapy raises completion rates for both genders. The educational benefits of increasing access to psychotherapy are strongest among individuals from low socioeconomic backgrounds and those with a family history of mental health issues. This indicates that lowering barriers to access to psychotherapy reduces educational inequality and fosters social mobility.