Emla Fitzsimons

Emla Fitzsimons

Research Fellow


PhD in Economics, University College London, 'Essays on Education and Work Choices in Developing and Developed Economies', 2004
Higher Diploma in Education, University College Dublin, 1997
MA in Economics, University College Dublin, 1996
Bachelor of Actuarial and Financial Studies, University College Dublin, 1995

Emla Fitzsimons is a Research Fellow, attached to the Centre for Evaluation of Development Policy at the Institute for Fiscal Studies. She worked at the IFS for 14 years prior to taking up the position of Professor of Economics and Director of the Millennium Cohort Study at the Institute of Education.

Her research on early childhood aims at understanding how early experiences and parental investments affect longer-term outcomes. For instance, she is using the Millennium Cohort Study to understand the impacts of breastfeeding on outcomes later on in childhood. She led a project in Colombia that implemented and evaluated a home visiting programme, with the aim of surveying the children through time and understanding the longer term effects of the programme. She has extensive research analysing how policies affect young people's schooling and labour market choices – including programmes in the UK and Colombia providing subsidies to stay on in post-compulsory schooling, and the system of higher education finance in the UK

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External web page: Institute of Education, University of London

Breast feeding and the weekend effect: an observational study

| Journal Articles

An extensive literature documents the potential benefits of breast feeding for infant health. These benefits might extend to the long term. Breast feeding is associated with lower blood pressure and lower risk of type 2 diabetes and obesity, as well as with higher cognitive development measures. Alongside this, there is a strong socioeconomic pattern in breast feeding. In the UK in 2010, the incidence of breast feeding was 91% among babies whose mothers left full-time education when they were over 18, compared with 75% among those whose mothers left full-time education aged 17 or 18 and 63% among those whose mothers were 16 or under when they left full-time education.

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