From Arkansas to New Hampshire, states are rolling back child labor laws

A Century Later: Child Labor Laws Under Attack

A century ago, images of young children working in factories under dangerous working conditions shocked Americans. Since then, numerous child labor protections have been put in place to prevent exploitation and abuse.

But in the past two years, child labor laws have entered the crosshairs of some lawmakers. At least 10 states have introduced or passed legislation loosening child labor protections, including New Hampshire. Now, Granite State children as young as 14 can work around alcohol and 16-year-olds can work an almost 40-hour week.

The Return of Child Labor

“[Nationwide] we’re finding kids in automobile factories on the floor of a packing house, or some chicken processing plants and in other manufacturing facilities, in seafood, in lots of industries where we really haven’t seen children working in decades,” said David Weil, Brandeis University professor and a former administrator for the Wage and Hour Division at the U.S. Department of Labor. “And now we’re finding them in significant numbers and in very dangerous conditions, so it’s unfortunately a real return to the past.”

Concerns and Impacts

Some lawmakers are saying changing youth labor rules will help address worker shortages, but experts and advocates worry that these measures will negatively impact minors.

“We’re seeing a coordinated multi-industry push to roll back labor standards, and what that’s really reflecting is industry’s desire to maintain and expand their access to pools of low wage labor,” said Jennifer Sherer, director of the State Worker Power Initiative at the Economic Policy Institute. “And in this case doing that in a really disturbing way that can expose children to hazardous conditions or long, excessive hours that we know based on research, can put kids in a high risk category for their grades slipping.”

What’s behind the newfound push to relax child labor laws?

Guests

• Jennifer Sherer, director of the State Worker Power Initiative at the Economic Policy Institute
• David Weil, professor at Brandeis University and former administrator of the Wage and Hour Division at the U.S. Department of Labor

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 8: Decent Work and Economic Growth
• SDG 4: Quality Education

The article discusses child labor laws and their potential impact on minors. This connects to SDG 8, which aims to promote sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. Additionally, the article mentions the potential negative impact on children’s education, aligning with SDG 4, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 8.7: Take immediate and effective measures to eradicate forced labor, end modern slavery and human trafficking, and secure the prohibition and elimination of the worst forms of child labor.
• Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.

The article highlights the potential increase in child labor due to loosening child labor protections. Target 8.7 specifically addresses eradicating the worst forms of child labor. Additionally, the potential negative impact on children’s education mentioned in the article relates to Target 4.1, which aims to ensure that all children have access to quality education.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator 8.7.1: Proportion and number of children aged 5-17 years engaged in child labor, by sex and age group.
• Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.

The article mentions the potential increase in child labor, which can be measured using Indicator 8.7.1. This indicator tracks the proportion and number of children engaged in child labor. Additionally, the potential negative impact on children’s education can be measured using Indicator 4.1.1, which assesses the proficiency level of children in reading and mathematics at different stages of their education.

Table: SDGs, Targets, and Indicators

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Source: wgbh.org

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