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Contribution Details
| Type | Journal Article |
| Scope | Discipline-based scholarship |
| Title | The causal impact of socio-emotional skills training on educational success |
| Organization Unit | |
| Authors |
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| Item Subtype | Original Work |
| Refereed | Yes |
| Status | Published electronically before print/final form (Epub ahead of print) |
| Language |
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| Journal Title | Review of Economic Studies |
| Publisher | Oxford University Press |
| Geographical Reach | international |
| ISSN | 0034-6527 |
| Page Range | 1 - 47 |
| Date | 2024 |
| Abstract Text | We study the long-term effects of a randomized intervention targeting children's socio-emotional skills. The classroom-based intervention for primary school children has positive impacts that persist for over a decade. Treated children become more likely to complete academic high school and enrol in university. Two mechanisms drive these results. Treated children show fewer attention deficit/hyperactivity disorder symptoms: they are less impulsive and less disruptive. They also attain higher grades, but they do not score higher on standardized tests. The long-term effects on educational attainment thus appear to be driven by changes in socio-emotional skills rather than cognitive skills. |
| Digital Object Identifier | 10.1093/restud/rdae018 |
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| Keywords | Socio-emotional skills, randomized intervention, child development, school tracking |