Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/324351 
Year of Publication: 
2025
Series/Report no.: 
IZA Discussion Papers No. 17953
Publisher: 
Institute of Labor Economics (IZA), Bonn
Abstract: 
Socio-emotional skills are recognized as key factors influencing both early and later life outcomes. However, there is limited evidence on how these skills are shaped within the classroom environment. This paper uses nationally representative survey data from England to examine the impact of teacher gender on students' socio-emotional skills. We employ a student fixed effects model. Our findings show that male teachers positively influence male students' prosocial behavior, while negatively affecting female students' peer problems. We provide support for the role model hypothesis and present novel evidence on how parents respond to teacher-student gender match by adjusting their investment strategies for daughters.
Subjects: 
socio-emotional skills
teachers
gender
child development
JEL: 
D91
I21
J13
J24
Document Type: 
Working Paper

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