Windows of Opportunity: Dynamic Interactions between Early Childhood and Adolescent Investments in Shaping Holistic Skills in Ghana

Early childhood (ages 3–5) and early adolescence (ages 10–14) are sensitive windows for holistic skills development. This study examines how two scalable interventions delivered during these periods - both separately and in combination - shape holistic skills, education, and other well-being outcomes in late adolescence. In partnership with Ghana's Ministry of Education, participants (N=2,450) were randomized at ages 4-5 to receive an improved-quality preschool intervention. The program generated gains in foundational cognitive and social-emotional skills through mid- primary school, prompting a government-led national scale-up that is currently ongoing. At age 13, the same cohort was re-randomized to a parenting intervention targeting early adolescent development. Preliminary evidence demonstrates improved parenting practices, enhanced adolescent emotional regulation, and reduced risky behaviors - including early sexual activity among girls and substance use among boys. Leveraging this unique longitudinal and experimental design, we investigate the separate and synergistic impacts of both interventions on holistic skills measured at ages 16-17. We also analyze effects on schooling attainment, health behaviors, fertility, and labor market entry, examining heterogeneity by sex, socioeconomic status, and baseline skill levels. Neuroimaging data collection from a sub-sample (N=100) will illuminate physiological mechanisms linking the interventions to brain development and explore associations between neural outcomes and selected skill assessments.