DP14523 The Causal Impact of Socio-Emotional Skills Training on Educational Success
Author(s): | Manuel Eisner, Denis Ribeaud, Giuseppe Sorrenti, Ulf Zölitz |
Publication Date: | March 2020 |
Keyword(s): | child development, randomized intervention, School tracking, Socio-Emotional Skills |
JEL(s): | C93, I21, I24, I26, J24 |
Programme Areas: | Labour Economics |
Link to this Page: | cepr.org/active/publications/discussion_papers/dp.php?dpno=14523 |
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.