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Discussion Paper Details

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

Author(s): Manuel Eisner, Denis Ribeaud, Giuseppe Sorrenti and Ulf Zölitz

Publication Date: March 2020

Keyword(s): child development, randomized intervention, School tracking and Socio-Emotional Skills

Programme Area(s): Labour Economics

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.

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Bibliographic Reference

Eisner, M, Ribeaud, D, Sorrenti, G and Zölitz, U. 2020. 'The Causal Impact of Socio-Emotional Skills Training on Educational Success'. London, Centre for Economic Policy Research. https://cepr.org/active/publications/discussion_papers/dp.php?dpno=14523