<mark>interviewees, in which the incidence of mono-parental families was higher and unions and pregnancies happened early in their life. Youth in this group demonstrated more positive family relationships, using words such as “</mark> _<mark>diálogo</mark>_ <mark>” (dialogue), “</mark> _<mark>apoio</mark>_ <mark>” (support) and expressions that denote the family as a team. Parents and older family members acted as role models and motivating figures for them, monitoring their school activities and holding youth accountable for school outcomes. This is rather different from other groups interviewed, in which parents were less involved in adolescents’ school lives and were not able to enforce their attendance in school. These interviewees referred to their parents’ involvement positively, as protecting them against the harms of life and poor decision-making.</mark> _<mark>Q27: P: My parents, literally, nowadays, they don’t ... it's not like: "Go, do the homework and do this and that," because ... I already have a vision far beyond what they have. They see me like... "Wow, my son is studying Engineering." For them it's a strange thing, but for many it is not ... but for them it's something ... extraordinary. Do you understand? And back in the days no, they were always on my neck "Go study, go study." Always on my neck...From time to time, my mother would come and be like: "Did you already study today? Be careful not to get involved with the boys from the street. Do not waste time". It was that way that it worked.</mark>_ _<mark>Man, 21 years, from urban Brasilit</mark>_

**<mark>This greater involvement provided them emotional support and encouragement in critical moments in their work or school lives.</mark>** <mark>T</mark> ransitions to high school or from high school to university or work life were described as emotionally and psychologically distressing experiences, when they had to navigate through an environment with new peers and rules of engagement. <mark>Participants shared several moments in which they considered g</mark> iving up <mark>and when their parents’ encouragement was crucial to move forward.</mark> This demonstrates how a parental or mentor figure can provide reassurance, guidance in managing tasks, as well as reassure the young adult that his or her reaction is not uncommon.

**<mark>In addition, family members of this group also provided them with practical and financial support, protecting their children from the burden of early work.</mark>** <mark>In some cases, parents actively searched for opportunities for their children or accompanied them to inquire more details about specific opportunities. This contrasts sharply with the experiences shared by other groups interviewed, who reported not knowing what to do, being discouraged by the “fear of the unknown” and the complex process required to enroll in a university or take a new job. This support seems to have the important effect of reducing the costs of searching for youth by creating a sense of shared risk and “team effort”. In addition, most families did not require children to contribute financially to the household, and they protected them from excessive household chores. T</mark> his is not trivial as the evidence base showing that negative effects of child labor on schooling outcomes is quite strong.<sup>64</sup> By instructing their children to prioritize school as their key responsibility, parents not only signal an important symbolic meaning to the children’s education for the family as a whole, but also allow their children to dedicate their full time and energy in learning.

64 Sedlacek et al (2005), based on data from 16 Latin American countries, show that beyond school attainment, child labor has an even larger adverse effect on the pace of progression through school and the quality of attainment. Even more concerning, these negative results are stronger for the poor.

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