The Causal Impact of Socio-Emotional Skills Training on Educational Success

Giuseppe Sorrenti, Ulf Zölitz, Denis Ribeaud () and Manuel Eisner ()
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Denis Ribeaud: University of Zurich
Manuel Eisner: University of Cambridge

No 13087, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: 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 enroll in university. Two mechanisms drive these results. Treated children show fewer ADHD 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.

Keywords: child development; randomized intervention; socio-emotional skills; school tracking (search for similar items in EconPapers)
JEL-codes: C93 I21 I24 I26 J24 (search for similar items in EconPapers)
Pages: 89 pages
Date: 2020-03
New Economics Papers: this item is included in nep-edu
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Citations: View citations in EconPapers (20)

Published - published online in: Review of Economic Studies , rdae018, 22 February 2024

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Related works:
Working Paper: The Causal Impact of Socio-Emotional Skills Training on Educational Success (2020)
Working Paper: The Causal Impact of Socio-Emotional Skills Training on Educational Success (2020)
Working Paper: The causal impact of socio-emotional skills training on educational success (2020)
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