Data from: Identifying the effects of education on the ability to cope with a disability among individuals with disabilities

The literature on disability has suggested that an educated individual
with a disability is more likely to better cope with her/his disability
than those without education. However, few published studies explore
whether the relationship between education and ability to cope with a
disability is anything more than an association. Using data on disability
and accommodation from a large Danish survey from 2012–13 and exploiting a
major Danish schooling reform as a natural experiment, we identified a
potential causal effect of education on both economic (holding a job) as
well as social (cultural activities, visiting clubs/associations, etc.)
dimensions of coping among individuals with a disability, controlling for
background factors, functioning, and disability characteristics. We found
that endogeneity bias was only present in the case of economic
participation and more educated individuals with a disability indeed had
higher levels of both economic and social coping. To some extent, having
more knowledge of public support systems and higher motivation explained
the better coping among the group of individuals with disabilities who
were educated. Our results indicated, however, that a large part of the
effect of education on the ability to cope with a disability among
individuals with disabilities was suggestive of a causal relationship.