Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/216844
Authors: 
Sorrenti, Giuseppe
Zölitz, Ulf
Ribeaud, Denis
Eisner, Manuel
Year of Publication: 
2020
Series/Report no.: 
Working Paper 343
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.
Subjects: 
Socio-emotional skills
randomized intervention
child development
school tracking
JEL: 
C93
I21
I24
I26
J24
Persistent Identifier of the first edition: 
Document Type: 
Working Paper

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