The Role of Fathers in Early Childhood Development in Low- and Middle-Income Countries

This peer-reviewed study published in the World Bank Research Observer takes a global lens to the question of paternal involvement, examining what rigorous impact evaluations in low- and middle-income countries (LMICs) reveal about fathers and early childhood development. Policymakers in LMICs are increasingly focused on boosting early childhood stimulation to improve school readiness and long-run outcomes — yet until recently, most interventions and impact evaluations implicitly assumed fathers played no meaningful role in parenting.

The study surveys the emerging body of literature and arrives at a nuanced conclusion: fathers invest significantly less in child stimulation activities than mothers in these contexts, and while there is limited but promising evidence that parent training can boost paternal engagement, the total effect of father-inclusive interventions on a wider array of child outcomes requires much more study.

The research contrasts this with findings from high-income countries, where systematic reviews consistently show strong positive associations between paternal presence and child development outcomes — including fewer behavioral problems in boys, fewer psychological problems in young women, and reduced criminal behavior in youth from lower-income households.

The study is a critical read for anyone working in international education or family policy, as it highlights both the universal importance of father engagement and the contextual factors — labor markets, parenting norms, educational systems — that shape how that engagement plays out across different societies.

Learn more about this study here