Abstract Stunting is associated with adverse outcomes in adulthood. This article specifically aims to analyse the relationship between childhood stunting and education as well as cognitive outcomes for adults in Indonesia. Pooled data from two waves of the Indonesia Family Life Survey in 1993 and 1997, identified 4851 children aged 0-5 by their stunting status as well as their relative height to be compared for their differences in educational outcomes and cognitive abilities in 2014. Height-for-age z-score was used to proxy relative height and determine stunting status based on 2006 WHO child’s growth standards. The outcomes for education and cognitive abilities include educational levels, years of schooling, age of school entry, failing a grade, and scores for cognitive tests. The study employs estimation models of pooled regressions and instrumental variables. Stunting and relatively small stature had a significant association with cognitive development, and they worked as an intermediary to cognitive developmental barriers manifested in reduced educational outcomes. A lack of one SD in height-for-age was associated with a 0.125-point reduction in education level, 0.4 years shortened length of the school, 6% higher chances of failing grades and dropouts from secondary school, and 0.19-0.24 SD lowered cognitive and numerical scores. Similarly, stunting tends to decrease cognitive test scores by 0.56-0.8 SD compared to non-stunting and reduce educational achievement by 0.38 points, 1.4 years shorter schooling, 17.7% and 23% more likely to fail grades. In addition, HAZ and stunting are also associated with the school entry age of 0.35 and 0.11 years, respectively.

stunting, relative height, growth retardation, educational outcomes, cognitive abilities.